Monash University Handbook 2014 Postgraduate - Units

On completion of the unit, students should be able to:

1. critically examine all phases of disaster response, recovery and preparedness at the applied level;
2. understand the practical aspects and challenges of disaster management;
3. understand the development of disaster policies and programmes;
4. apply qualitative approaches to research inquiry;
5. develop project proposals using the essential tools of disaster response frameworks;
6. understand methodological frameworks for project evaluation with an emphasis on project impacts;
7. develop lucid, critical balanced assessments on relevant topics.

Upon successful completion of this unit, students should be able to:

1. demonstrate a theoretical understanding of the way in which attention is gained in communication and the media.
2. show a knowledge of the historical development of celebrity and fashion.
3. identify a range of professional practices organised around publicity.
4. recognise arguments about increasing 'noise' and 'clutter' in contemporary media and the relevance of the concept of an 'attention economy'.
5. develop practical responses to problems of gaining attention in the media, including its ethical dimension.

Upon completion of this unit students will be able to :

1. understand the evolution, application and interdisciplinary context of transnationalism
2. explain how transnationalism is manifest both between and within nation states
3. identify the way transnationalism has transformed scholarship in the humanities and social sciences
4. engage in cross-cultural dialogue about the implications of transnationalism, by examining their own assumptions and comparing them with students from elsewhere
5. develop and apply research skills to produce a case study of a transnational phenomenon, either empirically or within academic debates
6. communicate the findings of their research in written form
7. develop oral communication skills through participation in intensive workshops

Upon completion of this unit, students should be able to:

1. demonstrate advanced understanding of the practical aspects of teaching World Englishes in a variety of international contexts;
2. exhibit the skills to teach World Englishes in a variety of international contexts;
3. develop a learning curriculum and syllabus for teaching Englishes for multidialectal/international communication;
4. critically engage in evaluating practices of teaching World Englishes;
5. Profile pedagogical ideas that are informed by the latest literature on teaching Englishes for multidialectal/international communication.

Upon successful completion of this unit, students should be able to demonstrate:

1. the ability to plan, implement and complete an independent research project under the supervision of academic staff
2. comprehensive knowledge of the key questions and issues pertaining to their field of study
3. the ability to undertake critical analysis of the key issues and arguments pertaining to their dissertation topic
4. skills in the data collection methods relevant for their research question and field of study
5. advanced skills in communicating research findings.

Upon successful completion of this unit, students should be able to demonstrate:

1. the ability to plan, implement and complete an independent research project under the supervision of academic staff
2. comprehensive knowledge of the key questions and issues pertaining to their field of study
3. the ability to undertake critical analysis of the key issues and arguments pertaining to their dissertation topic
4. skills in the data collection methods relevant for their research question and field of study
5. advanced skills in communicating research findings.

Upon successful completion of this unit, students should be able to demonstrate:

1. the ability to plan, implement and complete an independent research project under the supervision of academic staff
2. comprehensive knowledge of the key questions and issues pertaining to their field of study
3. the ability to undertake critical analysis of the key issues and arguments pertaining to their dissertation topic
4. skills in the data collection methods relevant for their research question and field of study
5. advanced skills in communicating research findings.

Upon successful completion of the unit, students will be expected to have acquired:

1. A basic understanding of key features of modern Chinese intellectual history with reference to: East-West perspectives on Chinese Studies; May Fourth concepts of enlightenment, democracy, science and nationalism; the Cultural Revolution and the renewal of humanist values in post-Mao China;
2. Library and web-based research skills relevant to modern Chinese studies;
3. Translation skills (appropriate to the Chinese language ability of individual students) and an understanding of aspects of translation theory relevant to modern Chinese studies;
4. A good knowledge of the socio-political contexts of the evolution of modern Chinese thought in the twentieth century.5. Skills of analysis and interpretation in the study of China through exposure to the textual sources used in this unit.

Upon successful completion of this unit, students will be expected to have acquired:

1. A basic understanding of issues and themes in contemporary Chinese critical inquiry with reference to intellectual debates on: inter-cultural dialogue; the public sphere; socialist principles vs. globalisation; new theoretical developments in the Chinese humanities and social sciences
2. Library and web-based research skills relevant to modern Chinese studies
3. Translation skills (in accordance with the Chinese language ability of individual students) and an understanding of aspects of translation theory relevant to modern Chinese studies
4. A good knowledge of the socio-political context of contemporary Chinese critical inquiry
5. Skills of analysis and interpretation in the study of China through exposure to the textual sources used in this unit.

The internship unit aims to help students to:

1. obtain practical experience in a professional sector.
2. draw conclusions about the criteria and skills involved in a practical working environment.
3. apply the principles and practices acquired in their study
4. demonstrate their skills to prospective employers
5. make decisions about their careers
6. reflect on the connection between theory and practice

On sucessful completion of this unit the student will be able to:

1. Review a body of literature in their chosen topic, and demonstrate a command of that literature.
2. Develop key research questions.
3. Develop critical analytical reasoning of issues through independent thought.
4. Structure a well written research paper, with a coherent argument.
5. Write longer, integrated and sustained critical argument.
6. Gain an in-depth understanding of a comprehensive approach and international best practice to crisis management.

The unit covers the following key competencies required by development practitioners engaged in livelihood programs:

1. An introduction to the Sustainable Livelihoods Framework and its applications.
2. An introduction to methodologies for assessing potential livelihoods activities.
3. A critical case-study based review of livelihood t support, including but not limited to cash-for-work programs, asset building , technical assistance, microfinance, vocational training and infrastructure building Cross-sectoral issues such as housing, gender and health and their implications for livelihood planning will also be covered.

On completion of the unit, students will be able to:

1. Understand key concepts and debates influencing current economic and social vulnerability, post-emergency recovery and resilience-building in developing and newly-industrialized economies.
2. Critically analyse the economic and social implications of diverse policy approaches to development practice including complex humanitarian emergency management, prevention and recovery;
3. Understand the global networks of government agencies, inter-governmental institutions, policy think-tanks, research centres, NGOs, advocacy and activist organizations related to development;
4. Identify the essential processes of on-the-ground action in the work of development and other agencies addressing economic and social vulnerability, post-emergency recovery and resilience-building in developing and newly-industrialized economies;
5. Prepare critically informed oral and written work appropriate for studies at postgraduate level and appropriate for professional engagement in the development sector.

Upon successful completion of this unit students will:

1. Be able to use a variety of reading skills and strategies appropriate for the purpose such as scanning, skimming and prediction.
2. Be able to summarise a variety of Japanese texts effectively.
3. Be able to read Japanese materials in a larger quantity than previously, from a variety of fields, while recognising features of the different genres covered.
4. Have a basic capacity for independent reading in Japanese through on-line learning materials and web based resources.

Upon successful completion of this unit, learners should be able to:

1. understand and speak basic Indonesian in a range of everyday situations and fieldwork specific contexts
2. read elementary but authentic Indonesian texts related to working context
3. understand structural aspects of Indonesian
4. have an enhanced understanding of language learning and communication strategies, and
5. understand and have the means to evaluate developments in Indonesian society, culture, politics, and religions.

Upon successful completion of this unit, learners should be able to:

1. Understand and speak basic Indonesian in a range of everyday situations
2. read elementary but authentic Indonesian texts
3. understand basic structural aspects of Indonesian
4. have an enhanced understanding of language learning and communication strategies
5. understand key aspects of contemporary Indonesian culture and society.

Upon successful completion of this unit, learners should be able to:

1. Understand and speak basic Spanish with reference to present, past and future events in a range of everyday situations
2. read elementary but authentic texts in Spanish
3. understand basic structural aspects of Spanish
4. have an enhanced understanding of language learning and communication strategies, and
5. understand key aspects of contemporary Latin American culture and society

Upon successful completion of this unit, learners should be able to:

1. interact in most everyday social situations with confidence and fluency in their use of the Spanish language
2. vary the tone and register of their oral production
3. read simply-structured texts relevant to their field of study and articles in newspapers and periodicals
4. develop their understanding of the factors that influence development in Latin America.

By the conclusion of the unit students will be able to:

1. Demonstrate a clear understanding of the historical development of nominally factual, documentary forms of war reporting and their key technological developments and innovations
2. Identify, explain and offer a sophisticated critique of the processes forms, effects and purposes of the major forms of censorship, which have determined the representations of war from the mid C19th to the present day
3. Present a sophisticated reading of individual reports and images from specific conflicts drawing on appropriate theoretical resources, accounting for the influences of physical and technical constraints, mode of transmission, information management regimes and intended deployment in the shaping of the final report/image
4. Demonstrate a sophisticated understanding of how the differing media which have been employed to disseminate accounts of war - newspapers, photography, newsreel, radio, television, video, internet streaming - have influenced, inflected and structured content at differing historical junctures
5. Drawing on appropriate theoretical and critical sources, account for and explain the processes by which Governments, military and the media inflect the reception of images and reports of war in order to achieve specific political or cultural effects
6. Identify and offer an informed critique of the processes by which the preferred readings promoted by Government, the military and the media have been challenged, subverted or questioned in contrary readings of key media texts
7. Demonstrate how war reporters/photographers have featured in fiction and film and to explain how these representations offer an array of alternative opinions on how and why specific conflicts have been represented in particular ways.

Upon successful completion of this unit, students are expected to have developed:

1. an understanding of definitions of criminal behaviour, including an awareness that the law is not static and changes over time
2. the ability to identify the key characteristics of criminal behaviours and criminal enterprises
3. knowledge about the core theoretical debates and issues of criminal behaviours that focus on individuals, groups and organisations
4. the ability to identify traits about the nature of individuals, groups and organisations that engage in criminal activity
5. an appreciation of the various models available for explaining the relationship between criminality, the individual and society
6. an awareness of the contribution of the criminal behaviour theories to criminal justice policy and practice
7. an understanding of what it means to be a victim of criminal behaviour instigated by individual, group or organisation

Students completing 'Rethinking Theatre History' should have acquired:

1. A working awareness of contemporary theoretical perspectives.
2. The capacity to apply specific theoretical approaches to a diverse range of theatrical texts.
3. An ongoing sensitivity, openness and scepticism to shifts in the climate of disciplinary debate.
4. A developed sense of the continuing volatility and contingency of intellectual debate in the field.
5. A sophisticated understanding of the issues underlying those debates at a level appropriate to graduate study.
6. Enhanced confidence in articulating informed arguments and interpretations, in both oral and written form.

By the completion of the subject students will be expected to:

1. identify and summarise a number of critical positions in historical film theory
2. critically assess the limitations of these positions so as to begin to establish new domains of inquiry
3. identify and defend their own critical positions with the field of film studies
4. relate these positions to the examination of films and film related material
5. demonstrate an understanding of research methodologies and the requirements of research papers.

By the completion of the unit students will be expected to:

1. Identify and summarise a number of critical positions in contemporary film theory
2. Critically assess the limitations of these positions so as to begin to establish new domains of inquiry
3. Identify and defend their own critical positions within the field of film studies
4. Relate these positions to the examination of films and film related material
5. Demonstrate an understanding of research methodologies and the requirements of research papers.

On completion of this unit, students will be able to:

1. Understand the range of complex environmental, social and economic interrelationships that shape a particular region and to be able to differentiate a cultural landscape from a natural landscape.
2. Understand the criteria and processes that lead to the designation of a World Heritage Area and to be able to identify, describe and interpret problems of sustainability in the context of a region of truly global significance.
3. Have gained practical experience in problem formulation and solution using field-based techniques of survey and analysis, along with appropriate presentation skills.
4. (In the case of Level 4 students) have developed specialised skills in research/project formulation, appraisal, budgeting and implementation strategies.

Students successfully completing this subject will demonstrate the following skills and capacities:

1. Knowledge of key measures of prosperity operating at a variety of scales including GDP, comparative advantage, profit and turnover, as well as more qualitative measures such as social well-being, social capital, sustainability, innovation and creativity indexes;
2. Understanding of the disparate patterns of: work, food production and distribution, consumption, trade and aid, and the key role played by institutions;
3. Knowledge of a variety of mechanisms to achieve distributive and non-distributive forms of social and environmental justice;
4. A critical understanding of the social nature and finite limits of 'economy';
5. Sound written expression, demonstrating an ability to critically analyse a variety of texts and other media;
6. Sound interpretation of graphs and maps.

Upon successful completion of this unit students will have:

1. the capacity to locate the development of modern Jewish life in the context of modern Europe
2. a demonstrated ability to evaluate the social, political , economic and intellectual concerns of the inter-war community
3. an understanding of the institutions and individuals that shaped the interwar European Jewish communities
4. the capacity to describe and analyse the diversity of Jewish communal life and cultural expression in interwar Europe
5. an understanding of gender and class issues within the framework of the interwar European Jewish communities
6. an understanding of the significance of Yiddish as a literary and cultural phenomenon
7. a broader appreciation of the social history and cultural differences in Europe gained through study abroad
8. In addition, students at fourth-year level will have a familiarity with the primary sources and an appreciation of the historiographical problems involved in reconstructing a history of these destroyed communities.

Upon completion of this unit, students will be expected to have the ability to:

1. Understand the geography of Israel and the Palestinian territories;
2. Understand debates about security issues and the impact security measures have on the day-to-day life of people;
3. Appreciate the social and political divisions that lead to violence and internecine conflict;
4. Have an in-depth understanding of peace movements and the obstacles they confront;
5. In addition, students studying at a fourth-year level will be expected to have the capacity to understand the changing historiographical debates about conflicting narratives and conflict resolution.

On completion of this unit students will be expected to:

1. have an understanding of the major intellectual currents within Judaism, Christianity and Islam in the twelfth and thirteenth centuries
2. have an understanding of the relationship between and mutual influences informing the various traditions
3. understand the role of classical thinkers and writers on the varied traditions
4. demonstrate familiarity with the major texts of the key religious figures of the period
5. appreciate the exegetical horizons facing interpreters of scripture
6. be able to engage in comparative analysis of philosophers and mystics from the different traditions
7. have applied the reading and interpretative skills they have learned to unseen texts
8. identify continuities and ruptures among the thinkers and writers examined.

Students completing this unit will have the ability to:

1. understand differences between individual, collective, and official memories of the Holocaust
2. have researched different mediums in which Holocaust memory is transmitted including testimony, literature, memorials, cinema, museums, annual days of remembrance
3. have engaged with theoretical debates about the relationship between history and memory and modern participation in remembrance practices
4. understand some of the ways in which memory informs personal and national identities
5. have formulated their own arguments on key issues of Holocaust memory, informed by the relevant primary sources and secondary readings.

On successful completion of this unit, students will be expected to:

1. have an understanding of the content and development of genocidal thought
2. have an understanding of typologies of genocidal thought
3. appreciate the possible relationships or connections in extreme forms of thought within the realms of religion, race and class conflict
4. have a capacity to undertake research in the subject area of this unit

Upon successful completion of this unit students will:

1. Have been introduced to the history of the museum in a variety of national contexts.
2. Be aware of the challenges facing museums in postmodern and post-colonial contexts.
3. Have been introduced to basic practices of museology in a variety of contexts.
4. Have been introduced to new media and communications technologies and their utility in museum practice.
5. Have improved their oral and written communication skills, including for DE students, their electronic communication skills.

In addition to the general objectives for students in Honours in the relevant area (History or European Studies), a student who has successfully completed this unit at Level 5 should have:

1. A knowledge of the way that ideas and representations of Europe have changed across its history
2. An understanding of the way that apparently natural, even geographical entities are defined culturally, and of the role that visual and literary images play in defining and redefining such categories
3. A sound grasp of the debates surrounding the concept of Europe, and of the different cultural, national, and ideological positions that underlie them
4. An awareness of different disciplinary approaches to the concept of 'Europe' and of the way that each one provides specific understandings of the way our perceptions of the world are structured
5. An ability to undertake independent research
6. An ability to use material from a range of disciplines and to apply interdisciplinary perspectives

Students successfully completing this unit will be expected to demonstrate:

1. a comprehensive and critical understanding of the key intellectual and political debates about the nature of recorded memory and its use as a source for social and historical research
2. a thorough grasp of the essential elements of oral history project preparation, of the techniques of oral history interviewing and recording, of the debates about oral history methodologies and the oral history relationship, and of the ethical guidelines of the Oral History Association of Australia
3. a thorough grasp of the main approaches to the documentation of oral history interviews, and of the debates about transcription and documentation
4. strong skills in critical oral and written assessment of the academic scholarship, including methods, assumptions and uses of evidence, and in organising and defending a verbal and written argument based upon those assessments
5. a capacity to devise, plan and successfully complete an oral history interview project, including research and preparation, an extended interview and appropriate documentation
6. a capacity to evaluate issues posed within the course of an oral history recording project by drawing upon oral history scholarship
7. at level 5, students will have developed an enhanced appreciation of these issues through more extensive understanding of theoretical approaches.

On completion of this unit students will:

1. Have been introduced to concepts of heritage and heritage value.
2. Know of and understand usual criteria for heritage assessment.
3. Have developed skills in identifying, researching and classifying heritage themes and sites.
4. Have developed strong writing skills, including the production of heritage reports and preservation submissions.
5. Have developed strong oral communication skills, including the ability to defend positions and recommendations.
6. Have developed skills in the use of computers and other new media.
7. Have developed reflective skills and understandings of the broader issues around heritage and conservation issues.

Students undertaking the unit on-line will develop skills the above skills, although objective five will be in the form of virtual oral communication skills.

1. To examine issues of historiography and method through a critical reading of selected historians.
2. To analyse some of the key elements of historical prose, such as story-telling, beginnings and endings, transitions, scene-setting, characterisation, placing oneself in the text, addressing different readerships, documentation and the onus of proof, irony and indirection, the use of different voices and tropes, formal and colloquial prose.
3. To develop practical skills in reading and writing historical prose.

Students who successfully complete this course will be able to demonstrate:

1. a comprehensive knowledge of the strength, status and scope of claims to authority made both by and for the Bible in Jewish and Christian traditions.
2. knowledge of the historical, theoretical and cultural issues involved in claiming authority for any sacred text.
3. Understanding of the basic interpretive practices that have been applied by Jewish and Christian communities to the Bible.
4. skills in evaluating and applying different kinds of exegesis and hermeneutic theory.

In addition to the general objectives for fourth year defined by the School of Geography and the School of Historical Studies, students successfully completing this subject will have:

1. A general grasp of the two-way interaction between social practices and the environment in the past.
2. An understanding of changing Western ideas about the natural world.
3. An awareness of the way that current environmental debates are based on historically-determined conceptions of the environment and of the place of humans within it.
4. A grasp of the principal debates in environmental history.
5. An ability to find and use a wide range of historical sources, including visual sources.

At the successful completion of the unit students will be expected:

1. to have a detailed understanding of the history of settler colonialism as both a global and a local phenomenon
2. to understand the theoretical arguments about how race was understood from the 17th to the 19th centuries, and how interracial sexuality came to play an increasingly important role in such classifications
3. to be able to critically examine contemporary texts and drawings to evaluate what they reveal to the historian about ideas of race in the era
4. to be able to fully articulate, verbally and in writing, their conclusions from these examinations
5. to have shown their capacity to devise, research, and complete an essay on some aspect of Colonial Encounters based on their own study of the sources and scholarship
6. to be able to reflect on the way in which history has influenced the present, through evaluating how our present-day racial formations are not fixed categories but historically and geographically unstable constructs
7. In addition, students at fifth-year level will be expected to demonstrate more sophisticated analytical skills and submit work incorporating a higher level of competence in independent reading and research.

The unit aims to:

1. Introduce key conceptual and theoretical issues in the relationship between memory and the writing of history.
2. Introduce students to a range of past and present 'memory-work' particularly as it relates to the development of shared understandings of the past, including the production of oral histories and life stories and various forms of public and private commemoration.
3. Provide students interested in exploring research tools such as oral history or life story reconstruction with a coherent and thorough grounding in the relevant historical scholarship and critical literature.
4. Introduce students to key questions about the ethical dimensions involved in producing and using various forms of memory as historical evidence.
5. Provide supervised practical experience in research techniques involving the use of memory in the writing of history.

Upon successful completion of this unit students will:

1. Have acquired an understanding of the nature of Christianity as the matrix of experience in the Medieval and Renaissance city.
2. Have acquired an understanding of the variety within that experience.
3. Be critically conversant with the conceptual and analytical issues relating to the term 'popular'.
4. Have worked with the conceptual complexities of 'religious culture'.
5. Understand the nature of, and the religious and the social function of, devotion and devotional space.
6. Have examined the Renaissance understanding of the nature of the natural order, sign and symbol, language and power.
7. Understand the impact of the return 'to sources' which was part of the humanist agenda.
8. Will have engaged the inter-relationship between the material world (piazza, building; representation) and the aesthetic, spiritual and religious medieval and renaissance Europeans.
9. Have developed a capacity to analyse the processes which underpinned the construction of devotional and theological texts.
10. Will have developed the capacity to detect the resonances of language and code embedded in particular texts and their relationship to social context.
11. Will be able to engage in critical discussion of texts in relation to genre and context.

On successful completion of this unit students will:

1. have been introduced to concepts of 'community' and community history-making
2. have been introduced to the origins of local and community histories, and their uses and purposes.
3. have developed skills in researching and writing local and community histories
4. have developed strong writing skills, including the production of a community history
5. have developed strong oral communication skills, and recognised the importance of consultation and engagement with community groups when undertaking local and community histories
6. have developed skills in the use of computers and other new media.
7. have developed reflective skills and understandings of the broader issues of the importance of community and belonging

Students who successfully complete this unit:

1. Will have a thorough knowledge of the text(s) chosen for study.
2. Will have gained an understanding of different genres of text circulating in Medieval and Renaissance Italy (chronicle, letter, diary, tract, sermon, poem, play, dialogue, treatise, monument, visual representation).
3. Will have gained a grounding in core skills for Medieval and Renaissance Studies with respect to archives, manuscripts and palaeography.
4. Will have developed a capacity to analyze the processes which underpinned the construction of particular texts.
5. Will have developed the capacity to detect the resonances of language and code embedded in particular texts and their relationship to social context.
6. Will have developed the capacity to read 'against the grain' in relation to the Medieval and Renaissance Italian social, political and social contexts.
7. Will be able to engage in critical discussion of texts in relation to the urban context of Italian Medieval and Renaissance Society.

Upon successful completion of this unit students will have:

1. an understanding of the human impact of genocide and conflict on the communities that survive it
2. an understanding of the modern historical contexts in which these conflicts emerged
3. an appreciation of the issues and the agencies involved in rebuilding states and societies after genocide and conflict
4. the capacity to describe and analyse questions of memory and justice using historical examples
5. In addition, students undertaking this unit at fourth-year level will be expected to have the ability to analytically differentiate between the different forms genocide and conflict manifest themselves in.

The main objectives of the unit are for students to develop:

1. a critical understanding of the principal themes and theories in international political economy
2. an awareness of the major developments in the international political economy since World War Two, with emphasis upon the impact of economic interdependence and globalisation
3. insights into how a small country can influence international regulatory structures and institutions, in a world dominated by the economic powers like the United States, Japan and the European Union
4. a critical appreciation of the costs and benefits of Australia's responses to global economic pressures, with emphasis upon developments within the past decade.

1. To develop in students a sophisticated understanding of:
1. the global circumstances behind rise of culture and identity as contested political concepts
2. under what circumstances cultural politics can take on a violent/terrorist edge
3. the implications of these developments for national and international forms of governance.
2. To foster in students a high level understanding of the challenges posed to established norms of global politics by the spread of terrorist networks and other violence-prone movements (including through case studies of terrorist movements).
3. To enhance students' ability to contribute to public debates on issues such as counter-terrorism, state-sponsored violence, and arguments over trade-offs between civil and individual rights and public security.

Upon completion of the unit students will be ale to:

1. Understand the main ideas and arguments of selected political theorists and philosophers studied.
2. Analyse and discuss accounts of the history of Western political thought considered as a tradition of discourse.
3. Relate and connect arguments in political theory to ideas and arguments in other areas of philosophical thinking, in particular in ethics.
4. Assess arguments that political theories are scientific ar artistic in structure, method and significance.

Students successfully completing this subject will have gained a critical understanding of Islamic radicalism, in its different manifestations globally, and the political and conceptual forces that extend or hamper its scope. This subject will place political Islam within the context of a shrinking world and offer students a nuanced appreciation of relations between the West and the Muslim world.

By the end of this unit, students at 4th level will have achieved:

1. An sound understanding of the character and position of Islam and Islamic thought in contemporary Turkey and Indonesia
2. An understanding of the significance of Islam in late modernity with particular emphasis on the rise of religious social movements in Turkey and Indonesia and the role of Islamic movements in political dissent conflict violence and terrorism
3. An understanding of the role of Islamic social movements in Turkey and Indonesia in promoting tolerance conflict resolution and contributing to the common good
4. A sound understanding of traditional Islamic thought practices and social movements in Turkey and Indonesia
5. A broad understanding of the social historical and intellectual dynamics driving Islamic revivalism in Turkey and Indonesia
6. A broad understanding of radical Islamist movements in Turkey and Indonesia including terrorist groups
7. An sound understanding of progressive Islamic thought and social movements in Indonesia
8. An understanding of progressive Islamic thought and social movements in Turkey in particular the contribution of Said Nursi and the Nurcu movements and of Fethullah Gulen and the Gulen movement to Islamic thought and practice in Turkey
9. Improved writing skills by producing two research essays
10. Developed research skills and theoretical background and ability.

By the end of this unit, students at Masters level will have achieved:

1. An sound understanding of the character and position of Islam and Islamic thought in contemporary Turkey and Indonesia
2. An understanding of the significance of Islam in late modernity with particular emphasis on the rise of religious social movements in Turkey and Indonesia and the role of Islamic movements in political dissent conflict violence and terrorism
3. An understanding of the role of Islamic social movements in Turkey and Indonesia in promoting tolerance conflict resolution and contributing to the common good
4. A sound understanding of traditional Islamic thought, practices and social movements in Turkey and Indonesia
5. A broad understanding of the social, historical and intellectual dynamics driving Islamic revivalism in Turkey and Indonesia
6. A broad understanding of radical Islamist movements in Turkey and Indonesia, including terrorist groups
7. An sound understanding of progressive Islamic thought and social movements in Indonesia
8. An understanding of progressive Islamic thought and social movements in Turkey, in particular the contribution of Said Nursi and the Nurcu movements and of Fethullah Gulen and the Gulen movement to Islamic thought and practice in Turkey
9. Improved writing skills by producing two research essays
10. Developed research skills and theoretical background and ability
11. Highly sophisticated level of oral skills
12. Highly developed writing skills by producing two research essays
13. Highly developed research skills and theoretical background and ability

Upon successful completion of this unit, students at 4th level will have achieved:

1. an intricate knowledge of the international history of interfaith relations
2. an understanding of the significance of religion in late modernity, with particular emphasis on the rise of religious social movements and the role of religion in conflict, violence and terrorism
3. an understanding of the role of religion in peacebuilding and conflict resolution
4. a detailed knowledge of the methods and practices of interreligious engagement
5. an understanding of the nexus between interfaith relations and security following the events of September 11, 2001
6. an understanding of the various manifestations of interreligious engagement including Jewish, Christian, Muslim, Buddhist and Hindu perspectives
7. an understanding of interreligious engagement in the Australian context, with particular emphasis on co-operation between religious and state actors including police
8. an understanding of interreligious environmental activism
9. a sophisticated level of oral skills
10. improved writing skills by producing two research essays
11. developed research skills and theoretical background and ability.

Upon successful completion of this unit, students at Masters level will have achieved:

1. an intricate knowledge of the international history of interfaith relations
2. an understanding of the significance of religion in late modernity, with particular emphasis on the rise of religious social movements and the role of religion in conflict, violence and terrorism
3. an understanding of the role of religion in peacebuilding and conflict resolution
4. a detailed knowledge of the methods and practices of interreligious engagement;
5. an understanding of the nexus between interfaith relations and security following the events of September 11, 2001
6. an understanding of the various manifestations of interreligious engagement including Jewish, Christian, Muslim, Buddhist and Hindu perspectives
7. an understanding of interreligious engagement in the Australian context, with particular emphasis on co-operation between religious and state actors including police
8. an understanding of interreligious environmental activism
9. highly sophisticated level of oral skills
10. highly developed writing skills by producing two research essays
11. highly developed research skills and theoretical background and ability.

Upon completion of this unit, students will have attained an intricate and critical knowledge of the diversity of Islamic thought in relation to modernity; a profound and detailed understanding of the key issues at the heart of tensions between Islam and modernity; a deep understanding of the way Muslims in the Muslim world and Muslims in the West are affected by the ongoing tension between Islam and modernity; a critical appreciation of the way reformist Islamic thinkers have tried to deal with the question compatibility between Islam and modernity; a detailed knowledge of the common ground between Islam and modernity that is used by Islamic modernists/reformers and the analytical ability to deconstruct that argument with reference to traditional Islamic sources; a deep understanding of the broad conceptual basis of Islamic political thoughts; a detailed understanding of the Islamic reformist movement that has emerged in the West; a sophisticated level of oral presentation skills; highly developed writing skills; and developed research skills..

Upon completion of this unit, students will have:

1. An intricate knowledge of the patterns of conflict in the Middle East as well as the mechanics of conflict resolution
2. An understanding of the interconnectedness of patterns of conflict in the Middle East and an ability to relate the interconnectedness of conflicts to the difficulties of conflict resolution
3. An understanding of Islamic political and social mechanisms relative to the processes of conflict resolution
4. A detailed knowledge of the conflict resolution processes in the Arab-Israel/Israeli-Palestinian conflicts, the Lebanese civil war, the Iran-Iraq war, the Algerian civil war and the current conflicts in Iraq and Sudan
5. An appreciation of the role of international powers in the conflict and resolution processes in the Middle East
6. An understanding of the broad conceptual basis of conflict resolution theory from materialist, structuralist, and 'culturalist' standpoints
7. An understanding of the various manifestations of conflict resolution practice, such as Track I and II diplomacy, interstate and non-state negotiations, and the role of civil society
8. An understanding of the role of major international powers in Middle Eastern conflict resolution as well as the mechanics of United Nations conflict resolution practice, the role of NGOs and local cultural processes of conflict resolution
9. A sophisticated level of oral skills
10. Improved writing skills by producing two research essays
11. Developed research skills and theoretical background and ability.

All students who successfully complete this unit should be able to:

1. Critically assess the natural association of Islam with the Middle-East, and appreciate the dynamic, diverse and contesting forms of normative and lived Islam in modern South Asia;
2. Engage in a critical appraisal of different theoretical approaches and methodological issues to the study of religious traditions in general and Islamic traditions in particular;
3. Have achieved understanding of key elements of relevant material in a variety of social science fields such as anthropology of religion, political sociology, social movement studies, gender studies, history of ideas, Islamic Studies, and transnationalism;
4. Understand, critique, and develop an argument, and demonstrate its effective application - oral as well as written in-class presentations, and composition of essays, and reviews.

Upon successful completion of this unit students will:

1. gain familiarity and be conversant with the main conceptions and ritualisation of death and symbolic themes in a range of different cultures and societies
2. reflect critically on the influence particular death ethos has on the conduct of the living
3. understand the nature and the social function of death related practices
4. develop a capacity to understand, analyse and contextualise the symbolic language of death
5. research and complete a research essay that considers the process of memory and ceremony in relation to the dead, within a specific cultural situation.

By the end of this unit, students will:

1. gain a foundational knowledge of the science of the Qur'an and hadith
2. understand the compilation and structure of the Qur'an and the collection and ranking system of hadith
3. be familiar with the relationship between Qur'anic exegesis, hadith interpretation and Islamic law from Sunni and Shiite point of views
4. have analyzed contemporary discussions of the Qur'an and hadith sfrom a critical point of view
5. have developed the ability to undertake academic research and analysis of Islam's sacred texts and law
6. In addition, at fourth-year level students will engage in original research in applying Islamic principles to contemporary issues.

On completion of this unit students will be expected to:

1. Have an understanding of the variety of data available for accessing the ancient classical world
2. Have developed a sound approach to a using a wide range of methodologies in researching the ancient past
3. Have an understanding of the different historiographic approaches of the authors of the three cultures studied
4. Have well-developed textual analysis skills for each of the cultures studied
5. Demonstrate an ability to use coins, inscriptions, papyri and objects to reconstruct aspects of, or events in, the past
6. Have developed good presentation skills
7. Demonstrate an ability to use a variety of source material to produce a sustained piece of written work.

On successful completion of this unit, students will be able to:

1. Identify and assess the significance of key theoretical perspectives in the study of language and society.
2. Reflect on their own sociolinguistic repertoire.
3. Apply sociolinguistic insights to their own professional context.
4. Describe the main data gathering methods used in sociolinguistics, and select appropriate methods for a range of research questions.
5. Design and carry out a small sociolinguistic fieldwork project.
6. Engage in informed debate on matters of theoretical and practical significance in the areas of language and society, language education, language purism and language planning.

Upon the successful completion of this unit students will be able to:

1. demonstrate knowledge of quantitative and qualitative approaches to research in applied study of language (with a particular focus on English)
2. articulate research questions for the purpose of developing a thesis or project
3. plan the elements of a thesis or research project, including literature review, methodology and data analysis
4. identify major types of data collection, and issues associated with analysis and interpretation of data
5. address ethical concerns in relation to language research.

On successful completion of this unit, students will be able to:

1. summarize key theoretical debates in relation to second language acquisition, and evaluate relevant empirical evidence;
2. compare the work of competing theorists, and recognise their role in the development of SLA theory;
3. reflect on their own language learning experience and classroom practice in the light of theoretical and empirical studies;
4. evaluate major methodological approaches to the study of second language acquisition;
5. and apply at least one methodology to a selected context.

At the completion of the course students will:

1. Be familiar with and able to apply a range of theoretical approaches to analyse and explain the Australian experience;
2. Have knowledge of key theoretical traditions associated with Australian history, literature, politics, sociology and cultural studies;
3. Be able to make appropriate and efficient use of sources within the multidiscipline of Australian Studies;
4. Be able to locate and make use of regular and archival holdings relating to Australian Studies in major research libraries;
5. Be familiar with electronic, printed and audio-visual sources, and know how to access them;
6. Be able to undertake independent research;
7. Be able to discuss and write critically and in an ordered and conceptual manner about their research;
8. Be able to research and write scholarly essays of postgraduate standard.

On successful completion of this unit, students will be able to;

1. demonstrate an understanding of the internal organization and culture of media organisations;
2. demonstrate an appreciation of the complex 'ecology' of a major media industries, gaining the ability to see lateral connections between different organisations;
3. demonstrate skills in direct observation of media industries, as a complement to reading and scholarship in the area;
4. demonstrate an awareness of production and audience contexts in communications and media studies;
5. have confidence in approaching and working with individuals and organisations at the cutting edge of communications and media.

On the successful completion of this unit students will have:

1. gained detailed knowledge and in-depth understanding of an area of interest to the student, which is not formally taught;
2. developed an ability to analyse and construct arguments from a range of academic sources;
3. developed skills at critiquing and evaluating others ideas, opinions and arguments;
4. demonstrated a willingness to present ideas for scrutiny to a supervisor and accept criticism of those ideas;
5. and learned self-reliance and time management skills in order to gain greater independence as a learner.

1. To familiarise students with the major transformations of Asian politics, society, culture and economy since 1950;
2. To develop an in-depth understanding of the complexity of these processes and the contradictions of modernity in various country cases studies including India, China, Indonesia, Cambodia, Malaysia and others;
3. To expose students to world class authors and scholars who have written about these issues and have an intimate knowledge of the forces of change;
4. To encourage students to appreciate the important of multi-dimensonal changes and apply multi-disciplinary approaches to their study of Asia;
5. To promote the analytial abilities of students in their written and oral work

Students successfully completing APG4385 will:

1. Be able to converse intelligently about issues of cultural bias and the ownership of knowledge.
2. Have a firm grasp of a range of sources and methodologies applicable to research in Asia and a firm understanding of the scholarly principles that underpin them.
3. Have a firm understanding of the link between scholarship, public debate and nationalistic political agendas in Asia.
4. Be able to put together a sophisticated Asia-related research or consultancy proposal.

Upon successful completion of this unit students will have:

1. An understanding of the structure and operation of the tourism industry globally, and within Australia
2. The ability to undertake a critical analysis of tourism marketing strategies employed by countries, regions and individual firms
3. An understanding the basic economic concepts associated with the tourism industry
4. An understanding of the concepts and theories of marketing as applied to the tourism industry
5. An understanding of the basic techniques and tools of marketing management as applied to the tourism industry
6. Developed their research and presentation skills on tourism related subjects.

On successful completion of this unit, students will have gained:

1. an understanding of key problems and issues in the current and future development of the global tourism industry;
2. a developed capacity to undertake original research on an area of their particular interest;
3. enhanced written and oral communication skills suitable for progress in the tourism profession;
4. an understanding of key issues facing the future development of the industry in emerging economies;
5. an understanding of the challenges facing tourism development in emerging tourism economies/regions.

1. To be able to make appropriate and efficient use of Australian sources within the field of communications and media;
2. To be able to research and write scholarly essays at postgraduate standard;
3. To be able to locate and make use of regular and archival holdings relating to media and communications field of major research libraries;
4. To be familiar with electronic, print and audio-visual sources;
5. Familiarity with key Australian media;
6. To be able to discuss and write critically about independent research undertaken.

Upon completion of this subject students should:

1. Have a broad overview of communications and media history;
2. Have an understanding of how technological advances, decisions by policy-makers, and broader forces have shaped that history;
3. Have an appreciation of how media coverage of watershed events and issues has influenced society;
4. Be able to conduct independent research;
5. Be able to write lucidly and with analytical depth.

Upon completing this unit, students should:

1. Have a sound understanding of globalisation as it affects communications and media industries;
2. Be able to analyse global media and the policies which affect them;
3. Be aware of the potentials and problems of cross-cultural communication and of the major theories which have been developed to explain them;
4. Understand changing modes of reception by global audiences, together with the implications of these processes for national and personal identity;
5. Be aware of the major legal and ethical challenges thrown up by the globalisation of communications and media.

Upon completion of this unit students are expected to demonstrate an ability to;

1. Critically analyse the business models of a variety of traditional media companies and the challenges and opportunities posed by new digital media;
2. Assess government policy responses to issues arising from new digital technology, media convergence and fragmentation of audiences;
3. Understand key debates surrounding transformation of public media, such as the Australian Broadcasting Corporation;
4. Engage in discussion informed by current media research and theory about the changing media environment in Australia and internationally;
5. Conduct independent research in the field of communications and media;
6. Think critically and conceptually about contemporary media industries and how they relate with content producers and audiences.

In addition, students taking APG5401 should be able to demonstrate additional conceptual ability in written work.

On successfully completing this unit a student will be able to demonstrate:

1. an appreciation of the political, cultural and institutional factors that influence the questions scholars ask and the methods they use to analyze media influence
2. a broad understanding of key questions in the field of media influence, and knowledge of how and why these questions have emerged
3. an ability to critique scholarship on both conceptual and methodological bases;
4. the ability to perform scholarly literature reviews in a manner leading to original research questions
5. the ability to select appropriate data gathering methods for exploring questions of particular relevance to the student
6. Postgraduate students will be asked to format Assessment 3 in line with a grant proposal of their choosing Assessment 3.

On successful completion of this unit, students will be able to demonstrate:

1. Knowledge, skills and attributes necessary for understanding and engaging in advanced research;
2. Increased understanding of the methods of communication research;
3. Increased understanding of approaches to planning and designing research, and to writing and editing research;
4. Increased knowledge, skills, and attributes necessary for independent research, enhanced capacity to formulate and research communication issues, to analyse and evaluate arguments, and to understand critical approaches to the planning, writing and editing of research;
5. Enhanced intellectual independence, and greater self-reliance and critical distance in academic and professional research activity;
6. Significantly increased capacity to design, manage, and carry out research projects.

Upon successful completion of this unit, students are expected to have developed:

1. a critical understanding of various theories and strategies of crime prevention
2. the ability to critically examine changes in international and transnational offending via appropriate legal, political and justice perspectives
3. a critical understanding of the governance and administration of collaborative international crime prevention efforts
4. the ability to evaluate the effectiveness and importance of crime prevention initiatives by identifying limitations and assumptions that underpin such programs
5. an awareness of global justice attempts to curb global crime problems
6. the ability to formulate crime prevention policy and practice
7. the ability to research and complete a substantial research project of the student's own choice
8. the ability to hypothesise about likely future global crime problems.

Upon successful completion of this unit, students are expected to have developed:1) a critical understanding of contemporary practice and research relating to policing and security; 2) a capacity to examine and critique contemporary control practices employed in policing, security and risk management;3) an understanding of contemporary surveillance, control and management strategies employed to curb crime and violence in various situations;4) a critical understanding of both the function of security and theoretical and practical approaches to risk assessment;5) enhanced problem-solving skills;6) the ability to evaluate information and research critically;7) the ability to design and communicate policy concepts clearly and logically about policing, security and risk management.

1. Understanding and integration of major concepts within dramatic theory, history and literature
2. Appreciation of the qualitative and critical significance of key thinkers within the discipline of theatre and performance studies
3. Critical tools to interpret and engage with complex ideas about theatre criticism, theory and performance-making
4. Awareness of diverse research methods and methodology appropriate to arts research, and experience in their practical application
5. Development of research and writing skills

Students who complete this unit successfully should be able:

1. To make a new performance work which draws on contemporary ideas and practices.
2. To critique the making of this work in the light of contemporary performance theory.
3. To participate in class investigations and help facilitate discoveries in methodologies of performance making.
4. To make presentations on the processes of creating performance.
5. To articulate in oral and written form the specific elements and objectives of an original piece of performance making.

Students successfully completing this unit will be expected to demonstrate:

1. A thorough grasp of the ideas and assumptions behind a range of key perspectives on the environment and sustainability.
2. An ability to recognize and analyse different philosophical and ideological perspectives on the environment in use (in writing, in speech, in political positions...).
3. A capacity to understand the perspectives of different disciplines within an interdisciplinary context.
4. Skills in analysing the implications of differing environmental perspectives on practical courses of action and policy-making.
5. Skills in constructing critical and analytical arguments, in oral and written form, relevant to discussions of environmental worldviews and philosophies.

Students successfully completing this unit will be expected to demonstrate:

1. A fundamental understanding of the scientific basis of a range of key environmental issues.
2. The ability to recognize that scientific understanding of major environmental issues is not complete, and that there are a range of scientific perspectives that can be brought to bear on any particular environmental issue.
3. The ability to apply social concepts and frameworks of sustainability to key environmental issues.
4. An awareness of the responses proposed and/or implemented in response to key environmental issues.
5. A capacity to construct critical and analytical argument in oral and written form, relevant to discussion of major environmental issues.

On successful completion of this subject, students should have developed:

1. An understanding of economic analysis as a key tool in explaining and understanding the disparate levels of wealth observed in the modern world
2. Knowledge of the key components of Economics thinking
3. The ability to use this analysis to identify the underlying causes of economic prosperity, poverty and environmental degradation in the modern global economy
4. Skills in critical analysis of policies aimed at alleviating global poverty such as the Millenium Development Goals, especially as they relate to sub-Saharan Africa
5. Skills in the critical assessment of academic contributions to issues of economic development and growth

On completion of this unit, candidates will have gained the ability to:

1. Explain key concepts in biodiversity, ecological succession, disturbance and resilience as they relate to current environmental issues
2. Apply appropriate field/laboratory methods for flora and fauna analysis
3. Use online geospatial resources, mapping and data-handling tools
4. Critically evaluate and write scientific reports
5. Relate ecological knowledge to management practice and policy

Students who successfully complete this unit will be expected to demonstrate:

1. an understanding of the history of the European Union and of the socio-cultural norms that have informed European integration as well as of the tensions that have beset the process
2. a developed understanding of the conceptual difficulties associated with the study of the process of European integration leading up to the creation of the European Union
3. informed appreciation of the novelty of the European Union as a post-national mode of governance
4. understanding of the main theories of European integration, their limitations and their place in the wider debate surrounding globalization
5. understanding of EU institutions and decision-making
6. knowledge of major EU policies and their impact on the national policies of EU member states and on non-EU countries
7. strong skills in the critical reading of a variety of texts and the academic scholarship based upon those texts
8. strong skills in critical oral and written assessment of the academic scholarship, including methods, assumptions and uses of evidence, and in organising and defending a verbal and written argument based upon these assessments
9. a capacity to devise, plan and successfully complete a research essay
10. a capacity to reflect upon and make critical use of a range of resources including, where relevant, on-line materials.

Students who successfully complete this unit will be expected to demonstrate:

1. an informed appreciation of the various channels and techniques of influence open to business groups, public interest groups (such as environmental groups and consumer groups), professional interests, labour interests and territorial interests at various stages of the EU decision-making process;
2. a knowledge of the policy of EU institutions towards interest groups, and more widely, civil society actors in Europe;
3. an understanding of the decision-making processes and evolution of the EU and their impact on the organization of public and private interest groups at the regional, national, European and world levels;
4. a developed understanding of the conceptual difficulties associated with the study of the theory of interest representation and lobbying in the European Union;
5. an understanding of the theoretical approaches to interest intermediation and representation and the literature pertaining to collective action and mobilization, European transnational movements and European non-governmental organizations;
6. strong skills in the critical reading of a variety of texts and the academic scholarship based upon those texts;
7. strong skills in critical oral and written assessment of the academic scholarship, including methods, assumptions and uses of evidence, and in organising and defending a verbal and written argument based upon those assessments;
8. a capacity to devise, plan and successfully complete a research essay;
9. a capacity to reflect upon and make critical use of a range of resources including, where relevant, on-line materials.

Students who successfully complete this unit will be expected to demonstrate:

1. a developed understanding of the conceptual difficulties associated with the study of the EU's external relations
2. informed appreciation of the EU's role as an actor and presence in world affairs
3. understanding of the major theoretical debates about ways of analysing EU external policy and the roles of the EU in world affairs
4. understanding of the institutions, processes and policies of EU external relations
5. knowledge of EU relations with Asia, Oceania, the United States, Africa, Russia, the Mediterranean and the Middle East, Central and South America, and other countries and regions
6. understanding of the status and role of the EU in key international organizations
7. strong skills in the critical reading of a variety of texts and the academic scholarship based upon these texts
8. strong skills in critical oral and written assessment of the academic scholarship, including methods, assumptions and uses of evidence, and in organising and defending a verbal and written argument based upon those assessments
9. a capacity to devise, plan and successfully complete a research essay
10. a capacity to reflect upon and make critical use of a range of resources including, where relevant, on-line materials.

On completion of the project, students will have completed an original piece of research which demonstrates a contribution to the discipline.

On completion of this unit students will have gained in depth knowledge about, and an appreciation of European Integration through immersion in an overseas learning environment.

On completion of this unit students will have gained in depth knowledge about, and an appreciation of European Integration through immersion in an overseas learning environment.

Students will gain:

1. in-depth appreciation of the European Union's functions and powers and of some of its key-institutions (such as the European Council, the Council, the European Commission, the European Parliament, the European Court of Justice, the European Central Bank, the Committee of the Regions, the European Environment Agency), as well as of key European corporate institutions;
2. in-depth knowledge of some key areas of EU policy in their field of specialization (Competition Policy, Common Commercial Policy, Common Agricultural Policy, Economic and Monetary Union, Environmental Policy, Social Policy, Common Foreign and Security Policy/European Security;
3. awareness of the key debates and internal as well as external challenges facing the EU;
4. strong skills in the critical reading of a variety of texts and the academic scholarship based upon those texts;
5. strong skills in oral and written assessment of the academic scholarship, including methods, assumptions and uses of evidence, and in organising and defending a verbal and written argument based upon those assessments;
6. a capacity to devise, plan and successfully complete a research essay;
7. a capacity to reflect upon and make critical use of a range of resources including, where relevant, on-line materials, especially those produced by the European Union itself.

On completion of this unit students will have

1. gained a developed practical understanding of the institutions and policies of the European Union or international institutions which focus on diplomacy and trade, thereby consolidating and extending what they have learned from core units and electives in the Master in European and International Studies/ Master in Diplomacy and Trade
2. developed skills associated with work in at least one aspect of the European Union and its policies or international organizations which focus on diplomacy and trade
3. developed communication and interpersonal skills appropriate to future professional employment
4. developed organizational and time management skills
5. developed their language skills in one or more European languages
6. developed an appreciation of the pressures inherent in producing high-quality, focused research under strict timelines
7. developed the capacity to devise, plan, write and successfully complete well-informed, well-structured and well-presented internship research reports
8. developed strong skills in critical oral and written assessment of their work experience and how it relates to academic scholarship on the European Union/diplomacy and trade.

1. To understand the major concepts and principles of remote sensing and digital image processing for environmental studies.
2. To identify the types of information that can be extracted from remotely sensed data on the environment.
3. To understand, explain and apply the fundamental image interpretation elements (e.g., tone, texture, size, shape, pattern, site and association)
4. To visually interpret aerial photos and satellite images.
5. To conduct digital image processing and analysis using a digital image processing system to extract information.
6. To understand how remotely sensed data are applied in environmental applications.

By the end of this unit, students are expected to have:

1. Knowledge on varied social and resource dimensions of problems associated

with regional sustainability;

2. Ability to identify, describe, and interpret the concept of regional sustainability

in the context of a developing country;

3. Practical skills and field-based experience for research and policy formulation

for sustainable regional development.

Students successfully completing this unit will be expected to:

1. critically analyse the theoretical and empirical bases of resource management issues
2. appreciate the complex, intertwined nature of ecological, social, and political factors underlying resource management issues
3. recognise, apply, and distinguish between the main explanatory theories
4. be able to construct critical and analytical arguments relevant to resource management issues in good quality writing.

Students successfully completing this unit will:

1. Show a sound understanding of theoretical concepts and frameworks of state-led economic development, urbanisation, industrial growth, and regional development;
2. Develop a comparative analytical perspective for examining the spatial structure of urban and regional economic development of city regions over time;
3. Gain bibliographic, mapping, and data collection skills for developing a deeper understanding of urban planning and development issues occurring in one city-region in the Indo-Pacific rims;
4. Develop the ability to work in groups to analyse and present a project or proposal for urban or regional development pertaining to a selected city-region;
5. Be able to effectively present (in written, graphics, and oral forms) clear, concise, and rigorously researched analysis of urbanisation and sustainable regional development issues.

On successful completion of this unit, students will be able to:

1. conduct an environmental analysis of a human service organisation;
2. identify and discuss the various roles, functions and responsibilities of the human service organisation in rural, regional, urban and global contexts;
3. critically discuss the emergence of new forms of organisational structure in the human services sector; 4) apply relevant theory to analysis of the socio-cultural, political and economic contexts in which human service organisations operate;
4. identify and critically review appropriate funding options and sources and prepare a funding submission;
5. conduct a literature review

Upon successful completion of the unit, students should be able to:

1. demonstrate knowledge, skills and awareness in the assessment, development and maintenance of appropriate organisational culture, while maintaining a strategic focus;
2. demonstrate knowledge of, and skills in applying ethical principles appropriate to the human services industry in human resource management and the maintenance of professional inter-personal relations including appropriate use of supervision and conflict management;
3. demonstrate knowledge and skills in using and identify appropriate approaches to organisational planning, decision-making and policy formulation and implementation for human services programs;
4. demonstrate knowledge of organisational governance and its role in the effective functioning of the organisation;
5. demonstrate an ability to critically discuss how external change effects the internal environment and culture of human services organisations;
6. demonstrate knowledge and understanding of the principles and processes of change management theory in relation to human services.

On successful completion of this unit, students will:

1. Have a deep understanding of the key debates that have taken place on the nature of history as a practice up until the present day
2. Recognise the different theoretical approaches or lenses (such as Marxist or Feminist) through which historians make history, and reconcile that with their own approaches to writing history
3. Develop the capacity to identify and access various repositories (such as digital libraries) to locate primary sources for their research
4. Become familiar with good practice in organising their primary sources, such as note-taking strategies, and reading and using different types of primary sources effectively in their work
5. Develop an understanding of how to use quantitative sources effectively in history-writing, as well as how to effectively make quantitative judgements in their research
6. Have an appreciation of how archival sources, material culture, autobiographical sources, and audio-visual sources can be used effectively in research
7. Have further developed their oral and written communication skills

On successful completion of this unit, students will be expected to:

1. have an understanding of the different ways in which genocide has been defined
2. appreciate the possible relationships or connections between colonialism in settler societies and the Nazi genocide
3. have an understanding of the debates which have occurred about the application of the concept of genocide to the history of settler societies
4. have a capacity to undertake higher level research in the subject area of this unit

A student successfully completing this unit will be able to demonstrate:

1. the ability to plan, implement and complete a research program under the supervision of academic staff;
2. a comprehensive knowledge of the main themes, questions and issues of a particular field of study;
3. an awareness of the major methodological, theoretical and thematic issues raised by their project;
4. an ability to develop sound conclusions and interpretations based upon the critical analysis of a range of evidence; and
5. the fluent, effective and coherent communication of research findings and relevant theoretical and conceptual conclusions.

A student successfully completing APG4624 and APG4770 will be able to demonstrate:

1. the ability to plan, implement and complete a research program under the supervision of academic staff
2. a comprehensive knowledge of the main themes, questions and issues of a particular field of study
3. an awareness of the major methodological, theoretical and thematic issues raised by their project
4. an ability to develop sound conclusions and interpretations based upon the critical analysis of a range of evidence; and
5. the fluent, effective and coherent communication of research findings and relevant theoretical and conceptual conclusions.

On completion of the unit students will be able to:

1. understand the theoretical underpinnings of political ecology;
2. employ a range of analytical frameworks for understanding the links between political economy of development and ecological change;
3. understand a wide range of problems and conflicts associated with natural resources management and sustainability;
4. research and analyse development projects using political ecology and comparative frameworks;
5. analyse local development problems in their regional contexts and their links to global processes and institutions;
6. understand and have a critical appreciation of alternative approaches to sustainable development.

1. Understanding of basic historical and theoretical contexts of notions of 'development', both as a focus of social science and government practice
2. Understanding of how the literature has approached the analysis of international development policy and practice
3. Through examination of country experiences, a sense of how to put these into particular context, and to examine critically their applicability to analysing and assessing development policies and practice as they have varied over time and between countries; also, the extent to which development policy and practice has been driven by 'ideas' rather than indigenous political and social realities.

Students successfully completing this unit will be expected to demonstrate:

1. a comprehensive understanding of the key intellectual and political debates about the nature of justice, civil rights and human rights on a global scale, as well as the relationship between universal notions of justice and rights and arguments about difference and diversity
2. a thorough grasp of the key differences and similarities in the arguments, objectives, strategies and outcomes of significant campaigns for justice and rights during the twentieth and twenty-first centuries, of the links and tensions between local and global campaigns and movements, and of the development of global civil and human rights frameworks
3. strong skills in the critical reading of a variety of texts, including contemporary documents, polemical literature and campaign material, the academic scholarship based upon those texts and the theoretical and conceptual debates about justice and rights
4. strong skills in critical oral and written assessment of the academic scholarship, including methods, assumptions and uses of evidence, and in organising and defending a verbal and written argument based upon those assessments
5. a capacity to devise, plan and successfully complete a detailed case study, including significant documentary research, that evaluates the significance of a particular campaign, organisation or issue
6. a capacity to reflect upon and make critical use of a range of resources including, where relevant, on-line materials, film and visual images.

• Be aware of a cross-section of current thinking and research on issues relevant to the teaching and learning of second or foreign languages, especially Asian languages.
• Be able to apply this knowledge to practical teaching and learning situations and problems.
• Develop skills in finding, reading and interpreting research articles relating to language teaching/learning.
• Develop abilities in academic writing, and in oral presentation.
• Relate prior learning in areas of applied linguistics and related disciplines to theoretical issues in language teaching and learning, and to the understanding of research in the field.