Sydney is a city rich in diverse pre-colonial, colonial and contemporary sites of significance to Aboriginal Peoples. Too often though perceptions about Aboriginal Peoples consign them to an ancient past or perpetuate stereotypical imaginations that Aboriginal Peoples live predominantly in remote communities. Consequently Aboriginal narratives are commonly hidden or marginalised. The development of cultural competence capabilities helps to uncover and examine these hidden and marginalised narratives and experiences. This course explores some of the key themes and capabilities of cultural competence by exploring Aboriginal experiences and narratives of Sydney which are often invisible to non-Aboriginal eyes. Key elements of practicing cultural competence include being able to understand and interrogate context, which in the case of Sydney includes not only learning about the peoples, places and histories of Aboriginal Sydney but to also understand issues about how knowledge is created and how dominant narratives can exclude diverse knowledges and experiences. This unit will develop students' capacity to productively, collaboratively and openly in diverse groups and across cultural boundaries

This unit is delivered in a module format and is designed to encourage students to learn about who they are and how they relate to the world around them. It aims to serve as a starting point in an individual's journey towards being respectful of diversity and encouraging open and inclusive behaviour. The unit will examine the meaning of culture and cultural competence; examine social and emotional wellbeing in a cultural competence context as well as identity formation, worldview, socialisation. The unit will address the importance of building cultural competence capabilities to recognise and address racism. The unit will also help build critical self-reflection skills and a greater understanding of diverse knowledges. The unit helps students explore the implications of being part of a University community that is located on Aboriginal land. The unit will help the development of cultural competence in order to develop students' capacity to productively, collaboratively and openly in diverse groups and across cultural boundaries.

This unit explores the cultural significance of food in Europe. It introduces the history of food in major European countries. Students will have the opportunity to explore in depth the food culture of one European country and its manifestation in Australia.

In a multicultural environment, it is easy to come across as rude, or to misunderstand others' behaviour if we don't know their culture. Showing how politeness and behaviour norms function in different cultures, this unit will provide you with skills that give competitive edge in any professional area. The unit does not require any previous knowledge of foreign language.

Employers have provided clear information about the qualities and skills they require of university graduates to be successful. These include broad skills and knowledge of critical thinking, superior communication, disciplinary expertise, working collaboratively and with diverse groups, while working with integrity, to name a few. This OLE provides students with the knowledge of reflective practices to articulate the development of their graduate qualities. It provides students with the opportunity to create a repository of evidence of their graduate qualities in their ePortfolio thereby commencing their webfolio which they can build on across their course and in future employment.

Disability is part of the human condition, and people with disability are an integral part of society. Being able to appropriately communicate and consult with people with disability is an important graduate quality. This unit of study introduces students to issues of language, communication with people with disability, collaboration and consultation, inclusive social and physical environments and spaces. By undertaking this unit, students will increase their understanding of attitudinal and environmental barriers and their impact on the full participation of people with disability in society. The video assignment (2cps) provides students the opportunity to put into practice the core concepts of this unit and relate them to their field of study.

This OLE analyses the major Australian sport of Rugby League from three perspectives: sociocultural, sports science and sports management. Critical thinking, ethical reasoning and interdisciplinary effectiveness underpin the online learning activities and a field trip to an NRL First Grade match.

Economics is the science of choice that provides a lens through which interactions between individuals, businesses, governments and organisations can be understood. Students are introduced to the economic way of thinking and by drawing on examples from the 'real world', this unit provides economic insights into everyday behaviours and decisions.

Ethnographic methods generate knowledge through immersion in the everyday lives of the people the investigator seeks to understand. This unit of study will introduce students to key concepts, provide some practical tips and guide students through a mini-fieldwork project. Students will conduct fieldwork, create fieldnotes, contextualise their findings and write up.

Since the 1980s Australia has been reshaped by policies that have transformed what we do and our place in the global economy. This unit examines how Australia has been 'remade' Australian through economic policies. The rationale and success of labour market reform, privatization and international trade policies are critically examined.

Interested in understanding how you might work with communities to bring about social change? This unit, offered in an Open Learning Environment, provides the opportunity for students to gain theoretical and practical tools to support community-based social change. Students will identify, undertake and reflect on social action in community settings. Completion of the unit will build students graduate qualities of influence, interdisciplinarity and cross-cultural competency. This unit challenges the historical tendency of professions to work 'on' rather than 'with' communities which has contributed to ineffective policies, poor outcomes and professional frustration. It seeks to expand students' knowledge and skills in relation to working with the interactions, networks, structures and processes at the community level.

The development of public presentation skills in a formal environment is integral to success in professional life. Students are taught to express ideas, knowledge and passion in a formal setting this unit that stacks on top of the FASS units on presentation skills to create a 6 cp set if required. The focus of this unit is the development of the skills, personal style and confidence to present authoritative content, on a topic that the student has passion for, or special knowledge of. Developing physical skills, an ability to curate their material and the use of appropriate visual technologies leads to superior presentations. Students develop a unique and individual style of presenting, cognizant of their own physicality, verbal skills and talents. Building on skills established in the 0cp course, the 2 cp version further extends creative strategies for presenting in public via the preparation of a mini-ted talk.

This unit examines the global movement of people, animals and things to Australia. Australia's landscapes, peoples, animals, food cultures and diseases have been shaped by migratory flows. This unit equips students working in diverse fields to understand the challenges and uncertainties of a rapidly changing, diverse and complex world.

This unit continues from the 0 cp unit by providing an opportunity to complete a pitch for a story idea you have identified from a body of knowledge encountered in your coursework, and to develop and write it up into publishable form. You will apply the basic elements of nonfiction narrative writing and research, observing ethical journalism practices, to complete the transformation of your chosen information into narrative.

This unit addresses ethical questions that arise in a globalised world. Should we care for all humans equally, or give priority to people from our own culture or nation? Should we tolerate people who are intolerant? What do we owe to future generations? Why protect the environment? If one person can't make a difference, do my actions matter?

This unit explores how communities past and present have intersected with the Great Barrier Reef and how the effects of climate change, and policies designed to ameliorate its effects, impact both the reef and its communities. It will also introduce students to the idea of the Anthropocene as a framework for understanding our ethical responsibilities in a globalised world.

This intensive unit of online video lectures and in-person tutorials will explore how thinkers in a contemporary global era have analysed forms of domination and have sought to theorise pathways for change. It will focus on key theories of power and identity including feminism, disciplinary power, hegemony, and post-colonialism.

This OLE teaches research-based, practical strategies for improving the persuasiveness of key self-promotion documents, and successful interview strategies. You will learn to write credible online profiles for professional networking sites such as Linked-in, and effective applications for scholarships, grants, and employment opportunities.

Centred on the War on Terror, this OLE introduces students to the political, cultural, and economic issues that drive American violence. Students will identify the relations between the history of American empire, global terrorism, and the privatisation of state violence. Students will study and interpret cultural texts such as Hollywood and television, propaganda from state and non-state violent actors and groups, and first-hand accounts of war. Building on this global scene of American violence, students will critique the use of the death penalty in the US, and categorise the interpretations of the Second Amendment in relation to the debate on gun control.

What should I know about the Arab world, as a young professional who aspires to a global career? Who are the Arabs? What is Islam? What the main political debates in the Arab World? This Unit answers to these and other questions, promoting an up-to-date understanding of the relation between the Arab world and Australia.

This unit introduces you to the European Union. Individual modules cover 1) History and Institutions; 2) Trade and Foreign Policy; 3) Security and Human Rights; 4) Diversity and Integration. Modules must be completed consecutively within one semester.

Using Wikipedia as a writing platform, you will learn to write for a global readership that constitutes a large proportion of the world's population. Your digital and critical literacies will improve as you proofread and copy edit, and evaluate the quality and reliability of information and sources.

Global cities are facing urgent ecological challenges and socio-economic inequalities. This unit considers new interdisciplinary and creative responses to living urban in precarious times. Following the introductory content learned in the 0 credit point unit, this unit analyses a particular problem, namely the intensifying phenomenon of room sharing in Sydney. You will be able to develop your own creative response through guided 'design thinking'.

Businesses face many difficult choices when deciding how best to compete with their rivals. What prices should they charge for their product? And what product should they sell? Firms need to make decisions about RandD, investments and where they should locate. In this OLE we introduce a set of analytical (game theoretic) tools that can be used to study business and negotiation strategy. Students will apply these tools to real-world business decisions, such as: bargaining; pricing and quantity strategies; product choice; capacity competition; and strategic investment and innovation. This analysis helps us understand the day-to-day problems faced by firms, their decision-making process and the wider implications in the market of their choices.

This unit will explore the dynamic interrelationships between Indigenous histories, peoples, cultures and place. Through an interdisciplinary approach and multi-modal delivery it will examine the lived experience of place and country, struggle, resistance, and identity.

This OLE encourages and enables students to draw on their own areas of expertise in order to speak out in public fora beyond the University classroom. It teaches students to reflect on questions relating to audience, situation and self-presentation (including dress and gesture) which will facilitate communication orally in a culturally competent manner. These skills are crucial to effective and influential communication in a world where oral communication continues to play a central role in protecting the interests of the disempowered; in driving change and innovation, and in achieving personal and professional goals.

This OLE explains what it means to 'participate' in University-level learning. It equips and empowers students to participate in their tutorials, seminars and classroom experiences at tertiary level. Participation is a routine part of tertiary level assessment and yet, for many students, participation is daunting and new. This unit teaches students to reflect on questions relating to content, audience and situation which will facilitate communication orally in a culturally competent manner. It presents different expectations about participation drawn from a variety of teaching situations and from faculties across the University.

Sacred food and drink is part of the lived reality of contemporary religions. The unit commences with the introduction of the concept of sacred food restriction, feasts and fasting. The unit then explores "sacred feasts" including the Christian Communion service of bread and wine; banquets served at Chinese New Year (noodles for longevity, dumplings for wealth); "cakes and ale" consumed after modern Pagan rituals; the solemn and joyous Jewish Passover Seder; and sweets eaten at the Hindu Ganesh Chaturthi.

This intensive four-week unit of online video lectures and face-to-face tutorials explores the operation of social protest in societies that are increasingly globalized and digitized. It considers cases of protest, state/police responses, and possibilities for resisting state surveillance and censorship via social media and citizen journalism.

The course aims to explain and evaluate the significance of globalisation for the Australian economy. It is intended for students seeking a broad understanding of how globalisation has changed the Australian economy and society. The course will examine globalisation and the economic, distributional and political consequences for Australia. Students will learn about how global dynamics of economic development and change shapes work and life in Australia. WEEK 1 - Globalisation and the Australian economy WEEK 2 - State and society in Australia WEEK 3 - Global production and consumption in Australia WEEK 4 - Power and change in Australia and the world

In this unit students will develop their intellectual autonomy: their ability to think for themselves. By learning how to distinguish rational argument from mere rhetoric, how to seek evidence and test hypotheses, how to use analogies, and how to detect fallacies, students will gain skill and confidence in critical thinking.

This unit introduces students to the politics, culture, economy and society of the world's most powerful nation. This unit expands on five distinct facets of the USA: Regionalism, Politics, Culture, Society and Money. Students will learn what makes the United States different, what makes it rich, what makes it poor and what makes it weird. They will learn how race, religion, capitalism and celebrity culture shape American life. They will find out why the US has such influence in the world, and how it uses that influence. They will gain a greater understanding of the US-Australia relationship, from Australian gangsters in gold-rush San Francisco to American bases in the Northern Territory outback. This unit will be useful to students who want to visit the US, live in the US, do business with the US, or simply understand the US. It will give them what they need to know to further explore America, whether on their own or through future study.

World Heritage List nominations originate at state level, with an annual limit per state. Valuable cultural and natural sites are often claimed for the purpose of nation-building, though owing to different motivations, and the backdrop to the nomination of sites will be explored in this light.

Understanding Creativity is geared towards those actively seeking to learn new creative skills or assess and improve creative approaches to their life and work challenges. The course offers experience in the range of creativity you can develop - from everyday creative thinking and actions to deep creative practice using skills and discipline expertise. We begin by stepping through the creative process in workshop style learning sessions called creativegrounds. In these workshops you are guided towards choosing the right tools to design, construct, compose or produce creative outcomes for professional, personal or social interests. Together, your creative capacity will develop through a series of exercises designed to expand your comfort zone, not take you out of it. We will conclude by a group survey of project results.

This unit explores social media as an increasingly important space across a broad and diverse range of industries and organisations. It will highlight developments within this communication space, while also providing a wide range of new and exciting employment contexts that include specific social media communication skills. The unit offers a unique interdisciplinary approach to provide theoretically informed and up-to-the-minute training in social media communication.

In this unit you will produce knowledge for Wikipedia audiences around the globe. You will write across networks, negotiate various discourse communities, and contribute to and draw from creative commons resources while increasing the number of diverse voices that contribute to networked knowledge.

The in-country study unit introduces students to Chinese language and culture through an intensive program at a partner university in China. It places particular emphasis on understanding cultural differences in authentic contexts. Students will have practical language lessons and receive an introduction to contemporary culture and society. They will participate in cultural activities such as visits to museums, theatres and memorial sites and have the opportunity to interact with local people. The units will develop skills in crosscultural communication through direct contact.

The in-country study unit introduces students to German language and culture through an intensive program at a partner university in Germany. It places particular emphasis on understanding cultural differences in authentic contexts. Students will have practical language lessons (40hrs) and receive an introduction to contemporary culture and society (up to 15hrs). They will participate in cultural activities such as visits to museums, theatres and memorial sites and have the opportunity to interact with local people. The units will develop skills in cross-cultural communication through direct contact.

The in-country study unit introduces students to Indonesian language and culture through an intensive program at a partner university in Indonesia. It places particular emphasis on understanding cultural differences in authentic contexts. Students will have practical language lessons and receive an introduction to contemporary culture and society. They will participate in cultural activities such as visits to museums, theatres and memorial sites and have the opportunity to interact with local people. The units will develop skills in cross-cultural communication through direct contact.

The in-country study unit introduces students to Italian language and culture through an intensive program at a partner university in Italy. It places particular emphasis on understanding cultural differences in authentic contexts. Students will have practical language lessons and receive an introduction to contemporary culture and society. They will participate in cultural activities such as visits to museums, theatres and memorial sites and have the opportunity to interact with local people. The units will develop skills in crosscultural communication through direct contact.

The in-country study unit introduces students to Korean language and culture through an intensive program at a partner university in Korea. It places particular emphasis on understanding cultural differences in authentic contexts. Students will have practical language lessons and receive an introduction to contemporary culture and society. They will participate in cultural activities such as visits to museums, theatres and memorial sites and have the opportunity to interact with local people. The units will develop skills in crosscultural communication through direct contact.

The in-country study unit introduces students to French language and Francophone culture through an intensive program at a partner university in France or a Francophone Country. It places particular emphasis on understanding cultural differences in authentic contexts. Students will have practical language lessons and receive an introduction to contemporary culture and society. They will participate in cultural activities such as visits to museums, theatres and memorial sites and have the opportunity to interact with local people. The units will develop skills in cross-cultural communication through direct contact.

The in-country study unit introduces students to Spanish language and Spanish or Latin American culture through an intensive program at a partner university in Spain or a Latin American country. It places particular emphasis on understanding cultural differences in authentic contexts. Students will have practical language lessons and receive an introduction to contemporary culture and society. They will participate in cultural activities such as visits to museums, theatres and memorial sites and have the opportunity to interact with local people. The units will develop skills in crosscultural communication through direct contact.

The in-country study unit introduces students to Arabic language and culture through an intensive program at a partner university in an Arab country. It places particular emphasis on understanding cultural differences in authentic contexts. Students will have practical language lessons and receive an introduction to contemporary culture and society. They will participate in cultural activities such as visits to museums, theatres and memorial sites and have the opportunity to interact with local people. The units will develop skills in cross-cultural communication through direct contact.

The in-country study unit introduces students to Japanese language and culture through an intensive program at a partner university in Japan. It places particular emphasis on understanding cultural differences in authentic contexts. Students will have practical language lessons and receive an introduction to contemporary culture and society. They will participate in cultural activities such as visits to museums, theatres and memorial sites and have the opportunity to interact with local people. The units will develop skills in cross-cultural communication through direct contact.

Where the 0 credit point Business Entrepreneurship unit provides students with a theoretical perspective on business entrepreneurship, this for-credit upgrade provides an opportunity for students to apply this knowledge, and to refine their understanding. To this aim, students are presented with entrepreneurial challenges and are assisted to develop viable prototypes of services or products that address the challenges. With the help of research-based entrepreneurship literature, students analyse the market potential of the prototypes, formulate a suitable value proposition for their prototypes, and develop a business model that enables them to progress from idea to venture. Through this experiential exercise and the accompanying literature on business models and prototyping, students develop relevant prototyping and analytical skills, an understanding of the role and nature of business models, and learn how to combine both toward the goal of venture growth.

In this second upgrade to the 0 credit point Business Entrepreneurship unit students learn how to take a minimally viable product or service to market while drawing on the ubiquitous digital environment to develop customer insights. These guerrilla tactics prove valuable in a business environment where a new venture may appear to possess little legitimacy and credibility among established organisations and customers. This intensive module uses problem-based learning, practical examples, and academic literature to ensure students acquire knowledge and develop skills to overcome the challenges of novelty.

In the third upgrade to the 0 credit point Business Entrepreneurship unit, students learn about bootstrap finance. Colloquially, the term 'bootstrap finance' describes the feat of pulling yourself up by your shoelaces, by obtaining rudimentary funding from friends and family for a new business venture, and creating the conditions that might allow the venture team to later obtain business angel or venture funding. In this upgrade, students acquire theoretical knowledge of the valuation of a new business idea and venture, learn how to analyse a case, and formulate a perspective on the structure of the financial sources and models available. This intensive unit employs experiential learning and provides students with a business case, and hands-on tasks to develop the necessary skills and insights into early venture funding.

Where the 0 credit point Business Ethics unit provides a theoretical perspective on business ethics, this for-credit upgrade provides the opportunity for students to practise and expand their understanding in a problem-based, intensive mode. Students work interactively to resolve a staged ethical dilemma. This format, which is frequently used in business organisations for the ethics training of staff, allows students to unpack the different roles, rules, norms, politics, and power relationships in companies, to appreciate the intricacies of human interaction and decision making, and to search for an ethically satisfying resolution of the staged dilemma. Additional literature on the types of dilemmas faced helps students further refine their understanding.

This unit introduces the emerging world of cryptocurrencies with an emphasis on the trading and valuation of these assets. Students learn about the mechanics of various blockchains, delve into the economics of crypto-mining, and learn about the critical features of various currencies. The trading infrastructure utilised by these assets is documented, an understanding of their valuation provided, and how these assets can be incorporated into traditional portfolios to add diversification benefits is explored. The unit provides an overview of the regulatory frameworks evolving to deal with cryptocurrencies and explains how initial coin offerings (ICOs) compare to crowdfunding and other traditional raising methods. Several successful ICO's are investigated to build an understanding of how capital is raised and what sorts of projects lend themselves to disruption via the blockchain. Students also explore what future areas cryptocurrencies are likely to disrupt.

Data is the gold of the 21st century. Across all disciplines it is crucial to be able to effectively share and analyse large data collections. Managing data in spreadsheets however only works for small data sets and easily ends in 'Excel Hell'.
This OLE introduces databases for scientists and other non-IT disciplines, and will teach the SQL database query language with a focus on developing practical skills for data analysis. Database systems (for example SQL Server or MySQL) are widely used in industry and academia, and are essential for effective sharing of large data collections. The SQL language is a powerful tool for analysing big data without the need to programming.
The OLE will be delivered using an interactive online tutorial platform with auto-grading support, and (for 2CP students) online guidance from a human tutor. It is complementary to other OLEs about data-focused computation and programming for data analysis.

This OLE unit provides an opportunity to learn the basic structure of a web. It has the emphasis of separating content from display. Hence, students will use HTML, a markup language, to structure the content and CSS, a style sheet approach, to format and to decorate the content. The end result is a static website with a single source of formatting rules to ensure the consistency of presentation of a web system.

Computer programming (aka coding) in digital era has been increasingly as important as literacy and numeracy. This OLE unit is designed for students who do not have any background of coding, but want to gain fundamental knowledge and skills of coding. It covers core coding concepts including statement, variable, flow control, and functions through digital media, such as graphics, animation, and sound, and interaction. Students are able to unleash their creativity through coding in this unit.

This OLE will provide the fundamentals of computer programming with a focus on developing skills for data ingesting, quality/format validation, format conversion, and summarization. It will teach these skills in Python, an easy-to-learn yet powerful, general-purpose scripting language used widely in industry and academia, especially for data science projects.

Students have the opportunity to learn writing simple (scripts) programs using Javascript. It is one of the scripting languages used in web pages to enable a more interactive experience for a web user. Students will start with learning basic programming skills. The unit moves on to focus on the specific issues to write scripts that link to different elements in the source code of a web page.

This Project Management OLE is designed to provide foundational knowledge, practical guidance and basic planning templates to support and monitor the work flow of project based and interdisciplinary units of study. The OLE provides guidance for students to assist them in effectively scoping out their project, managing engagement with internal and external stakeholders in a planned and professional manner and developing team participation and leadership skills that encourage effective contribution from all team members.
The OLE is designed to be completed by students engaged in project based and interdisciplinary assignments in other Units of Study.

Complex systems, such as modern smart cities, infrastructure, power and data grids, bio- and ecosystems, are composed of numerous diverse interacting parts, making them susceptible to unexpected, large-scale, and apparently uncontrollable behaviours. This unit will develop an awareness of the complex nature of systems around and within us, with the view to develop and expand the expertise in computational modelling and policy development for crisis forecasting and management. It will define and explore core concepts that describe system dynamics in terms of how individual components interact locally to generate global system properties. This OLE will require an estimated 50 hours of course learning content, practical formative exercises and assessments. Graduates of this unit are expected to develop critical reasoning, depth of disciplinary expertise, interdisciplinary effectiveness/expertise and broader skills.

Social Network Analysis (SNA) allows you to understand the structure of relationships between people and organization, its drivers, and its consequences. It enables you to explore how ideas or behaviour spread and explain why individuals or teams with specific patterns of relationships do better than others. OLET2346 Social Network Analysis Principles will help students understand the fundamental principles of network research thinking, developing their network literacy required for success in an increasingly connected world characterized by an abundant source of diverse information. This unit will enhance students' understanding of diverse network structures, concepts of network centrality, network diffusion and how social networks can be leveraged or can hinder the delivery of desired real-world outcomes. This OLE will require an estimated 50 hours of course learning content, practical formative exercises and assessments. Graduates of this unit are expected to develop Interdisciplinary effectiveness, Digital literacy, Influence, Broader Skills, Depth of Disciplinary expertise.

Students will gain an insight into radiological anatomy of the chest through x-rays and CT. The UoS comprises of a core 0 CP UoS called Radiological Interpretation: Core and a 2 CP UoS called Radiological Interpretation: The Chest. They will explore anatomical relationships in the chest as visualised with medical imaging. This unit is delivered online, self-paced, facilitating students learning how to interpret radiological images of the chest. The anatomy, search skills and problem solving necessary for interpretation of chest radiographs will be taught using a case based approach. Students will demonstrate radiographic interpretation skills by completion of summative and graded online quizzes plus a written submission based on selected pathology and injury of the chest.

This OLE aims to give students theoretical and practical underpinning for their leadership aspirations and provide students with the opportunity to develop and practise relevant skills. The curriculum includes provision of foundational areas to support and inform study into leadership skills, the opportunity to broadly apply leadership skills and a strong focus on personal development and communication. The UoS comprises of a core 0 CP UoS called Student Leadership: Core and a 2 CP UoS called Student Leadership: Community Engagement, whereby the focus is on leadership in the community, workplace and industry and with different groups of people including clients, organisations and patients. The attributes of key community leaders will be discussed and evaluated. Students wishing to extend their leadership knowledge can undertake related Student Leadership OLEs in Representation and Peer Mentoring, each of 2 credits points, to scaffold student achievement.

This OLE aims to give students theoretical and practical underpinning for their leadership aspirations and provide students with the opportunity to develop and practise relevant skills. The curriculum includes provision of foundational areas to support and inform study into leadership skills, the opportunity to broadly apply leadership skills and a strong focus on personal development and communication. The UoS comprises of a core 0 CP UoS called Student Leadership: Core and a 2 CP UoS called Student Leadership: Peer Mentoring whereby the focus is on students building effective leadership skills to lead a peer group or facilitate peer activities. Students wishing to extend their leadership knowledge can undertake related Student Leadership OLEs in Representation and Community engagement, each of 2 credits points, to Excluded From Module Registration:
Description: This OLE aims to give students theoretical and practical underpinning for their leadership aspirations and provide students with the opportunity to develop and practise relevant skills. The curriculum includes provision of foundational areas to support and inform study into leadership skills, the opportunity to broadly apply leadership skills and a strong focus on personal development and communication. The UoS comprises of a core 0 CP UoS called Student Leadership: Core and a 2 CP UoS called Student Leadership: Peer Mentoring whereby the focus is on students building effective leadership skills to lead a peer group or facilitate peer activities. The attributes of successfiul student-led mentoring will be explored. Students wishing to extend their leadership knowledge can undertake related Student Leadership OLEs in Representation and Community engagement, each of 2 credits points, to scaffold student achievement.
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This OLE aims to give students theoretical and practical underpinning for their leadership aspirations and provide students with the opportunity to develop and practise relevant skills. The curriculum includes provision of foundational areas to support and inform study into leadership skills, the opportunity to broadly apply leadership skills and a strong focus on personal development and communication. The UoS comprises of a core 0 CP UoS called Student Leadership: Core and a 2 CP UoS called Student Leadership: Representation whereby the focus is on leadership in representative scenarios such as committees, networking groups and education organisations. Students wishing to extend their leadership knowledge can undertake related Student Leadership OLEs in Community Engagement and Peer Mentoring, each of 2 credits points, to scaffold student achievement.

This course will discuss in depth, the risk factors, and consequences of cardiovascular diseases. Material covered will include risk factors, angina/heart attack/stroke/high blood pressure, development of blood clots, requirement of stenting (and complications associated with biomaterials), development of antithrombotic and anticoagulant medications for long-term treatment of these patients. It is aimed at all students and does not assume a background in biology.

This Open Learning Environment unit of study is designed to introduce you to the chronic disease Diabetes, that, for a patient, is difficult to manage and for society is associated with huge costs. Unfortunately, there are many misconceptions about diabetes. To conquer the disease, in all its forms, we need informed debate and long-term strategies. This unit explains the biological basis of diabetes and defines the fundamentally distinct forms of the disease. It looks at the history of our understanding of the disease and critically assesses current treatments and potential new approaches to prevention and cure.

This Open Learning Environment unit of study is designed to introduce students to one of the major chronic health challenges of the 21st century, namely the increasing burden of allergies and autoimmune diseases. The unit will cover, at a basic level, what allergies and autoimmune diseases are, how they are treated, how they impact on the lives of individuals and the community, why they are becoming more common as living standards rise and what we might do to prevent them in future. Basic knowledge in high school biology is recommended for interested students. This unit of study has been developed by academics in the University's Charles Perkins Centre, an interdisciplinary education and research hub where researchers produce novel solutions to chronic disease.

This unit of study has been developed by academics in the University's Charles Perkins Centre, an interdisciplinary education and research hub where researchers produce novel solutions to chronic disease. Chronic diseases are the leading cause of death, disability and reduced quality of life across the world. Generating innovative solutions to combat these global health challenges requires us to rethink our traditional approaches to their causes, where medical or biological factors are considered in isolation from their societal, and environmental contexts. In this OLE, students will learn how an approach to these challenges using evolutionary thinking can generate new ways of identifying potential solutions. Global leaders in the field will provide an insight into the topics: introduction to evolutionary thinking; life history and health; materno-fetal conflict and its longer-term health consequences; human variation and its health consequences; and an overview of the many other topics in the physiology and medicine of chronic disease that can be addressed from an evolutionary perspective. By the end of this OLE students will be able to utilise evolutionary thinking for a truly multidisciplinary approach to hypothesis development to address health challenges.

Our sleep and circadian rhythms are integral to our health and wellbeing, but they are often at odds with our technology-filled, caffeine-fuelled, and 24-hour world. This unit introduces how sleep and circadian rhythms work and their impact on health and society. Examples include sleep deprivation, jetlag, shiftwork, and common sleep disorders. Students will gain insights into their own sleep and circadian rhythms to help optimise their wellbeing and performance. The unit will also showcase how different disciplines contribute to a fuller understanding of the world and help to provide new solutions to complex problems. Students will be asked to reflect on their own discipline and how it can contribute to solving problems like those encountered in sleep and circadian science. The content will be founded in science, medicine, and health but will include perspectives and examples from physics, engineering, sociology, and history. This entry-level unit of study has been developed by academics in the University's Charles Perkins Centre, an interdisciplinary education and research hub whose mission is to develop real-world solutions for chronic disease.

This Open Learning Environment will develop your understanding about pain and its impact on society. It is designed for a broad audience, but it will be particularly interesting for those studying health, law, psychology, business, ethics, economics, science or social science, as well as anyone who has personally experienced, or knows someone living with, persisting pain. Specifically, this OLE explores the 1) complex and individual-specific nature of pain, 2) impact of pain on society, 3) roles of culture, gender, and life-stages in the pain experience, and 4) ethical and legal considerations for its management. Why is chronic pain important? It is a major, but strangely, unrecognised health problem. Persisting or chronic pain affects around 1 in 5 people in Australia. A global research initiative on chronic diseases has identified Chronic Low Back Pain as the most disabling condition (on the planet) in years lived with disability (Lancet, 2012). It may not end your life but it can end your enjoyment of life. In terms of costs, there are major direct (e. g. health care, work) and indirect costs (e. g. quality of life) to individuals, families, and society generally. The predicament of those with chronic pain can be complicated by social factors, including medico-legal and insurance uncertainties, as well as by common treatments (e. g. opioids). Unfortunately, ignorance of chronic pain and its appropriate treatment is widespread across the community broadly, and the growing opioid epidemic is a clear example of the problem. This ignorance represents a major barrier to helping chronic pain sufferers.

This unit of study has been developed by academics in the University's Charles Perkins Centre, an interdisciplinary education and research hub where researchers produce novel solutions to chronic disease. Physical activity is an inseparable part of human biology and evolution. Lack of it ("physical inactivity") causes chronic disease. Sadly we are still a population that doesn't embrace physical activity and its potential to have a transformative impact on chronic disease prevention and improve the quality of life into old age. This unit of study will provide students with an opportunity to develop an up-to-date understanding of the role of physical activity and exercise for the health of the population as well as the most promising principles for encouraging more people to become physically active. The unit is largely multi-disciplinary and goes beyond disease prevention to explore themes like maintenance of functional ability and retaining independence and how the environment determines our physical activity behaviour. Particular attention is given to physical activity as a behaviour that is not merely a lifestyle "choice"; but rather the outcome of a complex web of societal, cultural, economic, political and individual circumstances that lead to the formation of personal habits across the lifespan. Students will be encouraged to discuss, debate, and critically evaluate the evidence.

This Open Learning Environment unit of study is designed to provide its students with a basic understanding of factors that affect weight regulation in humans. Weight regulation is an area of growing interest of significance and urgency, as over and undernutrition remain serious public health concerns. The unit will cover basic physiology involved in body weight regulation and will explore basic key factors that can override these physiological mechanisms, including eating behaviour psychology, genetic influences and impact of the environment. These factors will be discussed with reference weight dysregulation (obesity and eating disorders). This unit of study has been developed by academics in the University¿s Charles Perkins Centre, an interdisciplinary education and research hub where researchers produce novel solutions to chronic disease.

Cancer is a highly prevalent health issue in the community and survival rates are increasing for many cancer survivors. Because of its impact, cancer is also a national health priority and is a key research area at the University. The primary aim of this unit of study is to introduce students from a range of disciplinary backgrounds to the common issues experienced by cancer survivors. Other aims include understanding the experience of a cancer diagnosis and its management; exploring the common problems experienced by cancer survivors; and understanding the stages of cancer survivorship - prevention, detection, diagnosis, interventions, rehabilitation, survivorship and palliative care.

This Open Learning Environment unit of study is designed to introduce you to an underrepresented but essential discipline - Toxicology. This unit will support your development of critical thinking and the scientific approach to problem solving. Concurrent with increasing understanding of the toxicology of materials in society has been an increase in the regulatory importance of toxicology. In this OLE unit you will learn the key elements contributing to toxicological outcomes, including routes of exposure, dose-response, target end-points and vulnerable populations. You will learn how to interpret toxicological data and make predictions about health effects of given levels and types of chemical exposure. This OLE unit will use a problem-based approach with examples of critical analysis of toxicological factual matrices to presage toxicological evaluation and analysis.

Climate change, loss of biodiversity and toxic pollution of ecosystems pose serious threats to the lives and livelihoods of future generations. We cannot tackle these critical global challenges by solely understanding narrow disciplinary issues; the challenge the global community faces requires a broader, multidisciplinary lens. Planetary Health builds on the University of Sydney's commitment to multidisciplinary research and education. It drives research, education and leadership on the relationships between ecological, economic and social change and the health and wellbeing of future generations. Put simply, planetary health is the health of human civilisation and the state of the natural systems on which it depends. This unit will introduce undergraduate students to global challenges and the wide range of perspectives needed to understand and act given the complexity of global systems. This will be done using a case study approach to explore a variety of issues that challenge student thinking and force them to go beyond their disciplinary lenses. For example, a case study on urban waste brings in issues such as soil pollution, human health, consumption, economics, the food system and urban development. This OLE will bring together academics from across the University in a collaborative model of education.

The use of biologically active products derived from nature for medicinal, spiritual and recreational purposes is no new phenomenon. Ethnopharmacology is a unique and diverse area of study that converges historical, social and scientific perspectives in an attempt to understand the why, how, where and what of human drug use. Being inherently interdisciplinary in nature, this unit aims to introduce you to relevant concepts in the fields of pharmacology, botany and ethics in order to provide a broad overview of a number of natural products derived from plants, animals and fungi, and their use by global communities. By doing this unit, you will learn why these products are used, be it for medicinal or ritualistic purposes, and how they are prepared and administered by different cultural groups. You will also be introduced to the pharmacological principles underlying how these natural products affect the body. In turn, you will apply your knowledge and understanding and explore a specific natural product in greater depth, while engaging in interdisciplinary teamwork with students from differing backgrounds. Furthermore, you will examine and reflect on ethical dilemmas encountered in the field, with a particular focus on modern medicine development.

This OLE will teach the basic skills of presenting your research to an audience of researchers with a focus on oral presentation skills. Students completing the OLE will learn how to present to specialist and generalist audiences. Topics will include effective use of eye contact, voice, posture and gesture, language and visual materials to instruct, inform and entertain an audience. Students will critique video of existing presentations, upload their own practice presentations and give feedback to fellow students on their presentations. After completing this OLE students will be in a good position to enter the 3MT competition where research students describe their research in a 3 minute presentation.

This 2 credit point unit will provide you with a deep insight into the processes involved in translating new drug entities and formulations from early stages in the laboratory to the final regulatory products approved for market. In learning about these processes, you will also have the opportunity to explore the many potential career pathways in the pharmaceutical industry. This OLE will contribute to filling the gap between the graduate qualities expected of the University's education and research excellence, and the knowledge and skills sought by the growing pharmaceutical sector engaged in clinical research in Australia and globally. You will bring your disciplinary knowledge, understanding, research skills and work experience to engage with the unit material, which is developed and delivered in collaboration with the regulatory and industrial bodies, industry-leading clinical research training experts and pharmaceutical market leaders. By undertaking this unit, you will gain an introduction to specialised knowledge and skills not currently accessible to a range of graduate students, experience a relevant and authentic curriculum, and further develop graduate qualities of an integrated professional, ethical and personal identity, and interdisciplinary effectiveness.

This unit is a gentle on-line OLE introduction into coding using the popular script language R for students who do not receive these skills in junior units of study. Through working through examples in on-line exercises and regular assessment and support hours, the students will develop hands-on skills. In particular the unit will teach analysis of text based data, numerical data and categorical data, constructing plots and developing summaries. Note that the unit only runs in the first 5 weeks of the main Semester 2 teaching period.

This unit is a gentle on-line OLE introduction into coding using the popular script language Python for students who do not receive these skills in junior units of study. Through working through examples in on-line exercises and regular assessment and support hours, the students will develop hands-on skills. In particular the unit will teach analysis of text based data, numerical data and categorical data, constructing plots and developing summaries. Note that the unit only runs in the first 5 weeks of the main Semester 2 teaching period.

What is STEM? Why is it essential that scientists learn to communicate effectively about Science, Technology, Engineering and Mathematics to a variety of audiences? What makes for engaging communication about STEM? How does the style of communication need to change for different audiences? What styles, techniques and approaches can be used to greatest effect for each communication activity? What are the nuts and bolts of good STEM communications? This OLE will first introduce you to the fundamentals, definitions and techniques of STEM communication. You will learn that good communication is essential both within the sciences and for our broader society. Complex topics, concepts and issues need to be communicated effectively in order to promote an understanding of science, an appreciation of its strengths and limitations, and to avoid misunderstandings and miscommunications. You will be introduced to various forms of STEM communication appropriate to different audiences. You will outline, develop and present examples of STEM Communication. You will also be asked to critically evaluate and identify examples of effective communication of STEM ideas.

Cultural competence is a congruent set of values and principles that are reflected in behaviours, attitudes, policies, structures, and practices in a system, organisation, professional or researcher and facilitate work and effective interactions with clients and environments in cross-cultural situations (modified from Kiefer et al 2013). The unit will introduce undergraduate students to general principles in cultural competence awareness and provide a learning space to reflect on some overall values, behaviours, attitudes and practices that will enable them to work and interact effectively with their clients, co-workers, communities and environments crossculturally during their research, placements and professional practice. Part of this OLE will also be tailored to the student's interests by providing an opportunity for reflection on the impact of some cultural competence aspects on the research, professional placements and extramural rotations/practice of their disciplines when applied to cross cultural settings.

Geographic Information Systems (GIS) has a critical role in addressing major challenges facing humanity, including our environmental futures (applications involve the measurement of biodiversity loss, ocean acidification, land degradation, natural hazards planning); our future social lives ('smart' and 'digital' cities); water, food and energy security, and the role of local environments for population health, (e.g. in debate on healthy neighbourhoods and epidemiology) and in corporate responsibility. GIS is an emergent technological platform with broad application across natural and social sciences. It involves the practices of producing and negotiating geographic knowledge through the representation, manipulation and analysis of geospatial data using digital technologies. In this foundation level OLE, students will examine GIS based methods to investigate spatial patterns in social, environmental and health data and query the processes underlying these trends. The technologies behind GIS, geospatial data structures, map projections and different methods for querying and analysing geographic data will be introduced through multidisciplinary case studies.

This Open Learning Environment unit of study is designed to increase students' knowledge and skills regarding personal and community health and wellbeing. In this unit of study, students will learn about the latest health research and scientific evidence across the key domains of wellbeing: nutrition; physical activity; sleep; mental wellbeing; alcohol and other drugs. This unit of study will also allow students to develop skills in critical thinking relating to health information and how to implement healthy behaviours. The unit has been developed by eminent researchers in each domain to ensure the most up-to-date evidence is incorporated. This unit of study is multidisciplinary and designed to stimulate students' thinking about issues relating to physical and mental wellbeing. The knowledge is to benefit students in their own wellbeing for maximising academic performance and university experience as well as to give them skills to demonstrate leadership in health in their future work environments.

Science is undergoing a data explosion, and astronomy is leading the way. Modern telescopes produce terabytes of data per observation, and the simulations required to model our observable Universe push supercomputers to their limits. To analyse this data scientists need to be able to think computationally to solve problems. In this course you will investigate the challenges of working with large datasets. How to implement algorithms that work and how to think about scaling to large datasets. The focus is on practical skills - all the activities will be done in Python 3, a modern programming language used throughout astronomy. This will be run as a 0 cp + 2 cp unit of study. Students should have strong programming skills in Python 3, with a good understanding of loops, decisions and user-defined functions.

Science is undergoing a data explosion, and astronomy is leading the way. Modern telescopes produce terabytes of data per observation, and the simulations required to model our observable Universe push supercomputers to their limits. To analyse this data scientists need to be able to think computationally to solve problems. In this course you will learn how to manage your data with databases, and use the SQL language to ask questions about your data. You will also learn how to explore your data with machine learning tools. The focus is on practical skills - all the activities will be done in Python 3, and modern programming language used throughout astronomy. This will be run as a 0 cp + 2 cp unit of study. Students should have strong programming skills in Python 3, with a good understanding of loops, decisions and user-defined functions.

Computational science underpins modern science, engineering and finance. It provides numerical solutions to problems that can't be solved analytically, and explores problems that are not amenable to experiments. This unit focuses on the foundation of numerical computing: how numbers are represented and manipulated by computers. Understanding the representation of integers and real numbers, and their fundamental limitations is critical for accurate numerical calculations. For example, if you add the value 0.1 a total of one million times, the exact answer is 1,000,000 x 0.1 = 100,000. However, when you do this on a computer the answer might be 100,958.3. This is a limitation of the floating-point representation of numbers in every modern computer - but most people are unaware of it! In this Unit you will learn about number systems and binary, two's complement representation for integers; fixed and floating-point representations for real numbers; precision and overflow, rounding and truncation errors. We will illustrate these with practical examples, and show how mistakes in computational calculations can result in catastrophes such as the explosion of the Ariane 5 rocket. All activities will be done in Python 3, a widely used modern programming language.

In the modern world it is increasingly important to be able to read and write logically and coherently. Whether one is designing computer algorithms, writing a legal argument, advocating for social or environmental causes, or doing research in basic sciences, clear and effective communication is critical. The aim of this unit is to identify and practice logical argument through mathematical writing. Key components of good writing and common pitfalls will be identified, and students will contribute writing samples and engage in peer-review. Students will be exposed to elegant writing samples and beautifully simple mathematical gems. For instance we read an essay on the notion of dimension: What is a 26 dimensional space? What does it mean for a fractal to have dimension 1.2619? Or we might read about Gödel's Incompleteness Theorem, which has bearing on the limits of attainable knowledge. In the process students will also learn how to write and read mathematical proofs.

The principle of symmetry appears in architecture, in the arts, in nature. It is often understood as harmony of proportions. But what is the philosophical or mathematical significance of the idea of symmetry? This unit will help clarify this significance by developing the geometric concept of symmetry and by conveying the sensibility to recognise and categorise symmetries in different contexts. The richness, diversity, connectedness, depth and pleasure of the systematic study of symmetry, and indeed of mathematical thinking, is central to this unit. It will not involve grinding through formulas, but instead emphasise the process of thinking, comparing, analysing, understanding and inventing.

This OLE gives students a simple, transferable approach to the exploration of multivariate data in everyday life. You will investigate the relationship between variables in spreadsheet like data, learning what questions to ask, what techniques to use, and what mistakes to avoid. Focused on concepts, not formulae, the OLE is accessible for students from any discipline. You will focus on three main case studies: How does the Australian public respond to shark bites? Is mobile phone usage related to higher incidence of brain tumors? How is the unemployment rate changing?

Anxiety is a normal emotion that evolved to ensure our survival. It is experienced when a person perceives that a situation is potentially harmful. However, some people experience so much anxiety that it interferes with their everyday lives. Anxiety disorders are common, and many of them begin during adolescence or young adulthood. How and why anxiety is experienced, how does it become a problem, and what can be done about it? This unit will introduce current scientific knowledge about anxiety and related disorders. We will consider recent empirical research concerning the nature and management of normal experiences of anxiety as well as the causes and treatment of anxiety disorders, for example, specific phobias, social anxiety disorder, or generalised anxiety disorder. Obsessive-compulsive and trauma-related disorders will be briefly introduced as well. You will learn about foundational concepts and methods in psychology, as well as practical skills that help manage anxiety in everyday life. By completing this unit you will increase your general mental health literacy to be able to identify and evaluate information about managing anxiety and maintaining good mental health in general.

Several thousand planets orbiting other stars (exoplanets) have been discovered in recent years. This unit of study introduces our rapidly changing understanding of the place of the Earth in a universe where we now know that planets are common. You will learn about the characteristics and age of the Earth and other planets of the solar system and how they compare with exoplanets. What does this tell us about planetary formation and the number of Earth-like planets? You will also learn the criteria for 'habitability' and the prospects for finding habitable worlds in the near future. What is the relevance of these discoveries to other sciences such as geology, biology and chemistry? You will gain an appreciation and understanding of the methodology and techniques of modern astronomy, especially the technology of astronomical observation. The challenging nature of exoplanet observations will illustrate the need to carefully judge the reliability and significance of scientific data and conclusions. The unit also includes opportunities for day and night observing sessions.

This unit of study explores the lives of the stars, leading some to explosive ends and the formation of a black hole. You will learn about the life cycle of a star from its birth in the interstellar medium to its fate as a stellar remnant - as a white dwarf, neutron star or perhaps a black hole. You will work with simulations to gain an appreciation and understanding of the methodology and techniques of modern astronomy, especially astronomical spectroscopy that allows us to measure the composition, physical state and motion of the stars. These measurements also reveal the extreme properties of stellar remnants. More recently, observations of gravitational waves have opened a new window on the universe, allowing us to study the merger of neutron stars. Our study of spectroscopic and gravitational wave observations of extreme environments will clearly illustrate how modern astronomy depends on advancing technology leading to new instrumentation and observational capabilities. The unit also includes opportunities for day and night observing sessions.

The theory and observations of modern cosmology have revolutionised our view of the universe in recent years. This unit of study explores the big picture of the expanding universe in which we live, where around 96% of its content is revealed but invisible to us! You will learn about the galaxies that are the visible signposts in the universe, the dark matter hiding within and around them, and the dark energy that must also be present to explain the distribution of mass and its motion in the universe on the largest scales. How do we know? How do we even measure distance on these scales? What does this tell us about the history of the universe and its fate? You will gain an appreciation and understanding of the methodology and techniques of modern astronomy that allow us to probe the universe across vast distances and times since the Big Bang and into the future. In doing this unit you will confront the challenging scientific and philosophical questions posed by our cosmological picture. The unit also includes opportunities for day and night observing sessions.

We like to believe that decision making involves simply weighing up the pros and cons of the different options before selecting the best one, so when people fail to do this (as they often do) they are viewed as irrational. However this viewpoint has been shown to be inaccurate even for important decisions. This unit will provide an introduction to how short-cuts, biases and emotion are integral to human decision making. These factors are often systematic, so we are expectedly irrational. You will first learn to recognise the common heuristics (short-cuts) and biases that have been identified by evaluating existing research and through demonstrations. From this foundation you will explore decision making more deeply and develop an understanding of the broader frameworks for comprehending it. You will then focus on the implication this has for improving your own decision making and how we can better present information and options to improve other people's decision making. From a public policy point of view these insights can be used to help nudge people towards beneficial choices, though advertisers also capitalise on these biases to influence human behaviour.

How many hairs are there on a human head? What is the probability of intelligent life elsewhere in the Universe? What is the GDP of a small nation? Remarkably, it is possible to answer these questions more-or-less accurately, with minimal information. The ability to do this - to estimate - is a valuable life skill. In this unit you will learn systematic approaches to estimation, which allow order-of-magnitude answers to be provided for any quantitative question. You will also learn to evaluate the uncertainties in your estimates. Examples will be drawn from across the sciences and the humanities. The unit connects theoretical knowledge with practical application, and seeks to develop the ability to critically evaluate quantitative information from a broad variety of sources.

Peudoscientific thinking is a pervasive problem. This unit will provide students with an understanding of both what distinguishes good from bad science, and the psychology of how people come to form beliefs that appear scientifically sound but are not supported by evidence, and why those beliefs can be resistant to change. The unit uses examples from many areas of life, but with a particular emphasis on beliefs about human health, with a view to explaining how common and potentially harmful misconceptions have become so prevalent, such as the efficacy of homeopathy for cancer treatment. Psychological principles will be applied to specific examples of common pseudoscientific beliefs. Students will be encouraged to reflect on how learning biases may impact their own beliefs and assumptions, and understand the commonalities and differences in their own beliefs and beliefs across cultures. The knowledge gained will provide students with critical thinking skills that are applicable to evaluating evidence in any field of study or presented in the media and thus will be beneficial to their future studies and lives more generally. Students will do research into a particular pseudoscientific health practice or false belief and propose research about how to change people's practices and beliefs.

Ever wondered what it is like to be an elephant? Or why sheep might prefer not to take an overseas trip? Or how to tell if a cat's happy? This unit introduces you to the scientific and ethical frameworks that shape current societal attitudes to animals, how you can assess whether animals are experiencing good welfare, and the way in which practices, policies, legislation and the views of different stakeholders affect animal welfare outcomes. You'll explore these concepts using current examples of animal welfare issues and debates. This unit will stimulate your thinking about the impacts on animals of human activities and give you the skills to critically evaluate information and communicate effectively where your own views lie on animal welfare issues. Through taking this unit you'll discover why animal welfare has been called the social justice issue whose time has come.

Sex and sexuality have fascinated people throughout the ages. Ample literary works, theological and moral musings, philosophical accounts, social discourse, and popular presentations of various aspects of sexuality, its related behaviours, and their underlying meaning have been communicated for a wide variety of purposes. People's curiosity about sex seems to know no bound. These accounts are fascinating from a theoretical and conceptual point-of-view; they also have very important practical implications for the society as a whole as well as individuals' mental health and wellbeing. The present unit will provide a sample of the rich research on sex and sexuality, with a special focus on issues relevant to young adults. The content will be structured around recent theoretical and empirical research spanning intrapersonal, interpersonal, inter-group, and societal effects of various relevant research related, among others, to sexual orientation, various sexual behaviours (e. g. , aggression), gender differences, and others. Content delivery will be varied throughout incorporating multimedia, qualitative accounts, quantitative studies, cutting edge theories, and popular media all designed to make you well informed on the one hand and personally reflective on their your expression of sexuality.

Australia's biodiversity is globally celebrated for its unique beauty and distinctiveness. Australia also has a reputation for being home to some of the world's deadliest animals. This reputation, sometimes well earned, has created an aura of danger and mystique around Australia's native fauna. The purpose of this unit is to provide students with an appreciation of these animals and the skills to investigate organisms perceived as risks to humans. Completing modules on snakes, spiders, crocodiles, sharks, octopuses, jellyfish, insects, and ticks, you will assess and evaluate the evidence addressing key questions: Just how dangerous are Australian animals? How much of their deadly reputation is myth? Why, and how, do people get killed by these extraordinary animals? How well do we estimate the risks they pose? How does understanding of the science of how these animals operate help us manage the dangers they pose? You will learn about how the threats posed by different animals are a function of their behaviour, ecology, morphology and evolutionary history. You will also identify medical responses to these threats, examining the latest research and investigating how these advances have changed our perceptions of the risk posed by these animals. You will also reflect on the role these animals play in Australian culture, looking how they have been portrayed historically and how they are represented today. By completing this unit you will develop a deeper understanding of the evidence, knowledge gaps, and misconceptions that are behind the science of our most misunderstood animal groups; those that pose a threat to us.

LaTeX is a professional typesetting system that can be used to create documents ranging from simple letters and reports to publication ready theses and books. By doing this unit you will learn the skills for typesetting documents using LaTeX, including basic formatting, cross-referencing, references, and figures tables. After completing this unit you will be able to produce quality LaTeX documents, for use in assignments, papers and reports.

Understanding and applying emotional intelligence are skills increasingly demanded by employers. The concept of emotional intelligence is an important skill for the modern workforce. In this OLE unit, you will investigate the current best practice theoretical models of emotional intelligence used in both research and business, including the component parts of each model and the similarities and differences among these models. These theoretical models underpin the tests that are used to measure individuals' emotional intelligence levels. In this unit, you will investigate the strengths and weaknesses of different theoretical models and major tests of emotional intelligence. This will include critically evaluating major findings on emotional intelligence, and participating in practical demonstrations of how emotional intelligence is measured. This unit presents the evidence that emotional intelligence predicts major life outcomes such as job performance, school performance, health and wellbeing. In this unit, you will learn to apply these theoretical concepts and associated emotional, social and cognitive skills in practical exercises inclusive of personal reflections and a personal development plan. By completing this unit, you well develop a suite of theoretical and practical competencies that will enable you to apply emotional intelligence to your personal and professional life.

What exactly is in your paraben-free, organic plant-extract, cleanse and replenish shampoo and conditioner, and what does it do for you? What is a paraben and are they a problem? Why is it better to make shampoo from an 'organic plant-extract' than a non-organic one, or something else entirely? This unit will lift the lid on shampoos, conditioners, cosmetics, and related household products, and uncover the roles played by the different ingredients. You will learn to identify broad structural features of important molecules and gain an appreciation of how their structure relates to their function. You will gain a historical perspective on the discovery and invention of new molecules and relate this to their use in familiar, everyday products. You will explore some molecules that can be problematic, consider their drawbacks, and the development of better alternatives. You will develop skills in communicating your knowledge of these molecules, their context and properties to others and produce resources suitable for the general public. By doing this unit, you will become a more informed consumer, better able to interpret the branding and creative marketing used to promote chemical products that you use every day and you will be able to communicate what you've learnt to your friends, family and community.

Psychology of Crime investigates the interplay between psychology and the criminal legal system. In particular, it focuses on an array of topics including: perpetrators and defendants, interviewing, false confessions, jury deliberation, eyewitness memory, fitness to stand trial, rehabilitation of offenders, and expert evidence. This unit aims to provide you with an introduction to a selection of topics studied in this field. Importantly, by doing this unit, you will be able to describe and critically evaluate key empirical studies and theories in forensic psychology.

The roots of mathematical thought reach as far back as the beginnings of human history, and many of the foundational ideas behind the modern standards of proof and scientific inquiry were conceived thousands of years ago. This OLE is an introductory course in the history of mathematics and its applications in the development of modern civilisation. You will learn about number systems of early indigenous Australian societies and discover the arithmetic and applied mathematics of the ancient Egyptians that made the construction of their great works possible. You will explore ancient Greek mathematics, from Pythagoras to Euclid and Archimedes, and their role in the development of contemporary science. You will learn how the ancestors of today¿s numerals were conceived in India and made their way to Arab and Medieval European mathematics. You will study the Medieval mathematical understanding of the infinite. You will study primary source documents, such as the Ahmes and Moscow Papyri and Euclid¿s foundational work Elements and conduct further research on a topic of your choice. By completing this unit, you will develop quantitative reasoning skills, and enhance your ability to read mathematical and technical text. You will gain a deeper understanding of the methods of mathematics and science, and how historical ideas underpin modern mathematical thought and reasoning. In your final essay, you will explore a historical mathematical topic of your choosing and use your newly attained knowledge to also review and provide feedback on the essay of one of your peers.

Faith (specifically religion/spirituality) is a fundamental, multidimensional and multilevel aspect of humanity. Faith has always had a powerful and distinct impact on a person's functional and dysfunctional mental processes, their emotional and intellectual states, behaviour, and attitudes, while at the societal level, it has been providing the necessary requirements for the formation of identity, social stability, social roles and social control, and moral order. At the same time, faith and science, arguably, have not had an easy or friendly relationship. In fact, this relationship has been at times rather polemical, in part due to fundamentally opposing positions and gross bilateral misunderstanding of interpretations. This Open Learning Environment unit will introduce the academic field of the psychology of faith. You will understand how faith is psychologically defined and evaluated, its psychological, evolutionary and sociocultural characteristics, structures and processes, its relation to wellbeing, psychopathology and anomalous experiences, and you will be critically exposed to the major theoretical and empirical issues and approaches in the psychological study of faith. In general, this unit will help you promote better cultural, intergroup or interpersonal relations and understanding. By completing this unit you will be able to recognise and disambiguate the psychological and, to an extent, broader scientific/academic approaches to and understanding of faith.

This OLE will provide a general introduction to the research field of quantum computing, covering hardware, software, and potential societal impact. The circuit model of quantum computing and example algorithms will be introduced, then building on this knowledge you will code and execute simple algorithms in a quantum software environment. Emphasis will be given to comparing quantum vs 'classical' performance of key algorithms. For hardware, the research challenges in developing quantum computer technology will be introduced, and you will undertake a critical analysis of specific hardware platforms (advantages and challenges). The potential societal impact of quantum computers, and quantum technologies more broadly, will be surveyed. On completion of this OLE, you will have gained an informed appreciation of this new technology and its potential impact, as well as generic skills that allow for the critical assessment and evaluation of potential new technologies.

Rapid advances in space and aerial-borne remotely sensed technologies and the proliferation of geo- referenced data, through location-enabled devices, have dramatically transformed the way geographic information is produced and shared. This presents exciting opportunities for exploring geographical pattern in environmental and social landscapes. This growing 'geocyberspace' of information comprises diverse aspects of society and the environment. As this information is often utilised in understanding processes and addressing critical social and environmental problems there is an increased demand for modelling and advanced analysis approaches that handle geospatial data. This unit will provide the conceptual background to more advanced GIS analysis applications and spatial reasoning methods in the context of contemporary environmental and social issues. The course is designed to provide an introduction to spatial analysis techniques available within a GIS environment, explore a diversity of both social, health, business and environmental applications. In addition the unit aims to address key issues currently emerging from GIS applications including spatial data analytics, techniques for managing data uncertainty, GIS ethics and participatory GIS.

This OLE unit explores the role of GIS as a cross-disciplinary 'enabler' for solving environmental and societal problems and recognising future alternatives. Spatial thinking as a framework for understanding complex social and environmental system interactions involves concepts of space, tools of representation and processes of reasoning. Material presented in this unit will encourage research enquiry through multidimensional visualization, analysis and modelling of empirical data that is informed by deep subject-specific knowledge and spatial reasoning. Example topic themes: Sustainability GIS; GIS in Archaeology; Social GIS; Land management GIS; Marine GIS

This unit will give you an insight into the exciting world of data. More and more we are bombarded with concepts like big data, open source data, and sensitive data. Data management is what links these concepts. Much of the development in data management has come from research in the physical, biological, and social sciences, research in languages, finance, law, and medicine, and many more. In all cases it is critical to ensure that data is safe and accessible. Importantly, lessons learnt from research are also applicable to managing our own data. Therefore, this unit introduces key concepts of data management delivered through 12 interactive online modules. The modules will initially define research data and explore the various flavours of research data. Then you will discover what can go wrong when you don't manage your data and explore ways which you can best store your data. You will look at using open source data, and how to best access and share data. And finally you will look at how to manage sensitive data and explore what big data is.

Molecular and systems biology have become data-intensive sciences owing to the fast-growing omics technologies that enable the profiling of genome, epigenome, transcriptome, and proteome at full scale and, increasingly, at the single-cell level. Computational and statistical methodologies are now indispensable for analysing omics data generated from high-throughput technologies. This unit will introduce you to commonly used computational and statistical methods in omics data analysis. You are encouraged to use your own data to construct the models to visualise your research and interpret results. Learning the correct use of computational methods for various omics data analysis applications including your own data, you will develop an essential knowledge of methods and techniques in analysing omics data. This will provide a strong foundation for using computational approaches in omics-based molecular and systems biology research.

An individual's health literacy has a major impact on their health and wellbeing across their life. Health literacy comprises the cognitive and social skills which determine the motivation and ability of an individual to gain access to, understand, and use information to promote and maintain good health. People of lower health literacy commonly engage less frequently with the healthcare system, presenting later with illnesses, have lower adherence to medical advice and treatments, and higher mortality rates. In this unit you will learn about health literacy, how it can adversely impact populations, its measurement and applications in healthcare, and an understanding of approaches to increase health literacy. You will develop skills to use within the healthcare system and with external partners to increase levels of health literacy.

Data comes in many and varied formats, it can be tall or wide, big or small, structured or unstructured. Regardless of where you get your data from, it will almost always require some wrangling. Data wrangling is the convolution, alignment and preparation of data before use. This unit provides an overview of best practices in organising your research data from the point of discovery through to its use for scientific applications. You will learn the principles of data handling and how to maintain rigour and integrity of your data throughout your research, including documenting data provenance, how to access major databases, and data licensing. After calculating summary statistics to aid in the identification of outliers and missing values, you will learn how to clean and wrangle data in a reproducible manner in R, at a variety of scales. You will "wrangle" your research data using R, identifying outliers and missing values and ensuring provenance.

Linear models form the bedrock of many real-world data analyses. They are versatile, interpretable and easily implemented. This unit provides an overview of two of the most common methods of statistical analysis of data: analysis of variance and regression. You will generate data visualisation and diagnostics plots to interpret and discover the limitations of linear models and identify when more complex approaches may be needed. You will learn to code your analyses and perform reproducible research using the open source statistical package R. A key component of this unit involves generating visualisations, estimating and selecting appropriate linear models using your data. By doing this unit you will learn how to generate, interpret, visualise, discover and critique linear models applied to your original research.

When undertaking research and critically judging the research of others with many variables, a key approach is use of multivariate data analysis. This online unit provides comprehensive skills essential for postgraduate students doing multivariate data analysis and for critically judging the research of others. We focus on the underlying principles you need to explore multivariate data sets and test hypotheses. In so doing, the unit provides you with an understanding of how multivariate research is designed, analysed and interpreted using statistics. The unit will cover the commonly used multivariate data analyses of principal components analysis, cluster analysis, discriminant functions analysis and non-metric multidimensional scaling, as well as parametric and permutational hypothesis testing techniques. Examples of data will be cross-disciplinary, enabling students from many disciplines to appreciate the techniques. Analyses will use the R statistical environment, furthering student skills in this programming environment. By doing this unit, you will be able to use multivariate data analyses using a wide-range of data and present in a format for publication.

This Open Learning Environment unit of study is targeted at students undertaking a research degree. The development of a design is crucial for the scientific and statistical validity of research in the life sciences. These are needed for a range of situations from controlled laboratory studies where we are comparing specific drug treatments to field-based studies where we are surveying a particular bird species. No matter the context there are fundamental concepts common to all types of designs that all life scientists should know, and these form the basis for deeper knowledge. This unit will initially reinforce these fundamental concepts with a focus on both laboratory and field research with an emphasis on experimental and sampling designs. You will learn the vocabulary used in designing experiments and how this relates to their scientific and statistical validity. Using a series of published papers and ongoing research projects you will engage with the different types of designs and when and why they are used. Online modules and optional workshops will offer you the opportunity to gain experience in designing experiments and analysing the datasets they generate. By doing this unit you will develop the ability to describe and critique the key features of sampling and experimental designs, analyse the data they generate and use this knowledge to generate your own designs in your future career.

During the twentieth century, significant and influential debates about the ethical requirements for conducting scientific research have been conducted, specifically in medicine, biology, and physics. After the horrors of Nazi medical experimentation and the lethal potential of nuclear weapons became known, scientists started to discuss the social responsibilities they had and the principles that should govern research. In this OLE, we trace the history of these debates and the way they shaped current ideas about research ethics. Special attention will be paid to the protections that should be given to vulnerable populations, and to individuals and populations in developing nations. In this unit you will reflect on the ethical responsibilities of scientists and other researchers and how the current principles of of research ethics are influenced by this history and, in turn, what it means to be an ethical researcher.

This Online Learning Environment unit (OLE) provides a grounding in music notation and music theory. It is designed for those without a background in these areas. The music theory relates to our contemporary western music notation system. An understanding of how music theory works is extremely useful to a range of diverse disciplines that engage with music. Examples include games and user interface designers, film and drama studies students and those who have learnt musical practice from an aural rather than notated tradition, such as contemporary popular musicians and singers.

This unit focuses on how sound can be used to present information effectively. It deals with audio recording techniques, and the creation of original music to add emotional weight to presentations, using sampling and synthesis techniques.

This OLE unit of study will provide foundational knowledge in these areas. It will be useful to students without knowledge of music notation or even music theory. It will use both well-known and obscure examples, from Western and non-Western music, from historical to contemporary genres. This deliberately eclectic approach ensures that concepts can be related by students to all forms of music, not just those with which they are familiar.

This unit of study raises big questions about Australian Indigenous musical culture, including its performativity on the national and global stage. The unit explores: Aboriginal and Torres Strait Islander music and dance spectacles at major sporting events (war cries, welcome to country, contemporary 'corroboree'); the ways music signifies identity at various levels; and multiple versions of an iconic songs.

This 2 credit point unit focuses on designing interdisciplinary projects for research questions with a legal, policy or regulatory dimension. It will help participants distinguish research projects that can be performed through simple interdisciplinary research design from projects that may require collaboration across disciplines. The 2 credit point unit is interactive and will draw upon the participants' own research interests. Participants will be invited to reformulate their own research ideas or projects through the lens of the methodologies and sources presented in the 0-credit point unit, as well as to identify research questions or sub-questions for which such techniques may be helpful. Since law, regulation and policy are an important focus of research in many disciplines beyond law, the course will also focus on communicating research results to scholarly and policy audiences beyond your specific area of specialization.