Ellucian Moodle

Computing Intermed B

Computing Foundation A

Computing Intr A

Computing Foundation A

For businesses to be successful in competitive global environments, managers need to understand international economics and finance. This unit focuses on aspects of how and why individuals and populations make decision and the subsequent broader impact on economies and business operations within a global environment. Students will investigate aspects of cross-border trade and exchange, acquisition of finance, how companies and investors evaluate risk and return, consideration of public policy and the role of international organisations such as IMF and WTO in globalising the
world economy.

In this elective unit students will be introduced to key policymakers involved in the marketing of medicines, and will explore the roles of government, pharmaceutical companies and independent organisations within the field of drug promotion. Students will explore the importance of drug safety guidelines and associated post-market pharmacovigilance protocols, highlight the difference between evidence- based medicine and hype, and consider current legislation on intellectual property and drug patents. Students will also be exposed to the National Medicines Policy and the National Strategy for the Quality Use of Medicines in order to further enhance and apply their understanding of government and industry policies in relation to drug promotion in the post-marketing period. The aim of this unit is to to support students in the exploration of the essential knowledge associated with drug promotion in the post-marketing period.

Having acquired sound understanding of the structure and function of the healthy human body, students are now ready to critically analyse changes that underlie, accompany, and result from various disease processes. This unit begins by introducing the molecular, cellular, and histological changes underlying the human body’s responses to pathologic stimuli, including inflammation, healing, haemodynamic and immunological derangements, and neoplasia. Students will then focus on understanding how specific organ systems respond to disease processes, with emphasis on National Health Priority areas such as cardiovascular disease, diabetes mellitus, cancers, chronic obstructive pulmonary disease, asthma, osteoporosis, and dementia. Relevant screening techniques and diagnostic protocols important for the prevention and diagnosis of these conditions will also be discussed. Successful completion of this unit permits students to progress to the later units that address pharmacological management of disease and equips them with the ability to find, critically analyse, and appraise current research aimed at finding novel ways to prevent, treat, or manage the discussed pathologies. The aim of this unit is to introduce biomedical scientists, nutrition scientists, and health care professionals to the most prevalent diseases affecting Australians.

International Market Analysis and Entry

‘Interdependence obliges us to think of one world with a common plan‘.(Pope Francis, Laudato Si’: On Care for our Common Home, p.122)

Pope Francis challenges us to extend our thinking across new ways in which the relationship between self and community can be realised. In achieving a global consensus on the nature of our relationship to each other and the world in which we live, Pope Francis calls for a renewed emphasis on the dignity of the human person as the basis of all action, advocacy and solidarity. Universal fraternity and aspirations for the common good begin with a basic recognition that we need one another. In this unit you should develop your understanding of the dignity of the human person within the context of a global community. You should develop skills that may assist the cooperative efforts of government, business, faith groups, and not-for-profit agencies to achieve a more just and equitable world. On completion of this unit you should have acquired the skills and knowledge to become an active agent for change in an interconnected and interdependent world. This unit is the second of two units which are part of the University Core Curriculum.

Effective communication is essential to ensure advancements in science are recognised and impactful. As future science professionals, it is important for students to learn to communicate science clearly and effectively to audiences of diverse backgrounds and with varying levels of scientific knowledge. Students will demonstrate their knowledge and ability to convey clear scientific messages via oral, written, and audio-visual means in this unit. Students will be able to apply communication skills acquired in this unit to other contexts, including professional settings, other scholarly disciplines, and in day-to-day life. This unit aims to (i) facilitate development of knowledge and skills in communicating scientific concepts using a variety of media and to a range of audiences, (ii) help students develop knowledge and skills that enable them to provide constructive feedback in a respectful and dignified manner, and (iii) assist students to develop strategies to act on and respond to critiques on their work in a professional fashion.

All students should graduate with an understanding of how their discipline contributes to the dignity of the human person and the common good. Awareness of societal structure and attitudes are essential to this understanding, and this awareness is impossible to attain without engaging with the community and learning within a community setting.

As the third Core Curriculum unit, HLSC301 builds on previous learning outcomes by exploring the principles of pursuing justice, acting with humility, building connections, and developing understanding in the context of community. It provides an opportunity for students to undertake work in a community setting, where they can explore the role and complexities of an organisation in supporting community. This community involvement provides a vehicle for self-development and reflective practice in the student, and will help them understand how their discipline contributes to society. The values of partnership, diversity, equity, equality, mutual respect, empathy, and commitment are emphasised. The transformative experiences provided by this unit empower students to better implement these values and prepare them for successful interactions with their community upon completion of their degree. This unit aims to enhance awareness of the importance of self-determination and capacity building for healthy communities.

Human genetics is at the forefront of biological and medical breakthroughs, affecting our daily lives and choices. This unit offers a study of the terminology and principles of genetics, including the nature and cause of genetic variation in humans and the examination of patterns of inheritance of genetic traits. Students gain 'hands-on' experience in the modern techniques of DNA analysis that are relevant to the diagnosis and treatment of selected genetic disorders. Genetic counselling is introduced, and the principles of and ethical issues associated with gene therapy and prenatal diagnosis are discussed. This unit also offers opportunities to demonstrate effective communication of biomedical science knowledge as students are required to formulate evidence-based and scientifically sound arguments in spoken, written, and internet-based forms. This is a science unit contributing to the realisation of the University's mission to develop graduates capable of defending an ethical standpoint while applying the principles of genetics and human dignity.

In this unit students will investigate the biological chemistry (biochemistry) underpinning important life processes relevant to the human biosciences. This unit will build on foundations developed in introductory chemistry and biology and will focus on the study of important biomolecules related to the molecular control and modulation of cell processes. Key topics will include structure and function of biomolecules, enzyme production and control, and an introduction to metabolic processes. This unit will also allow student to develop further competence in laboratory techniques developed in Physical and Organic Chemistry, with emphasis on the areas of Biochemistry.

Biomedical science students require sound knowledge of therapeutic agents to enable them to work in the pharmaceutical industry, clinical field, health information areas or as a foundation for graduate programs. This unit will focus on introducing students to general pharmacological principles including drug dosage regimens, pharmacokinetics and pharmacodynamics. Students will apply these principles to changes that occur across the lifespan. A major focus of this unit will be describing the pharmacology of drugs within the context of relevant pathophysiological states explored in BMSC209 Pathophysiology (or equivalent). Students will apply pharmacological principles to understand why various drugs are used for the prevention and treatment of various diseases. The aim of this unit is to develop knowledge and skills in the discipline area of pharmacology and its application to human disease states.

Employers, particularly those in the rapidly-developing fields of science, health and medicine (both within and outside of Australia), look for attributes well beyond mere technical ability. Problem-solving and communication skills are considered particularly important for a successful career in biomedical science. Students develop many of the desired transferable and technical skills during their degree, but it can be difficult to effectively communicate these competencies to prospective employers.

An understanding of medically important microorganisms and host immune responses is important for addressing challenges associated with infectious disease. This unit introduces students to microorganisms relevant to medicine, with a focus on their structure, function, and roles in health and disease. Students will explore the diversity of pathogenic microorganisms — including bacteria, viruses, protozoans, helminths, and fungi — and examine their cellular biology, growth and nutrition, metabolism, and basic genetics. The immune response to selected pathogens will be investigated including discussion of innate and adaptive systems and their responses to infection. Appropriate interventions and basic epidemiological principles essential for understanding infection control will also be addressed. This unit aims to develop an understanding of infectious diseases and their management in medical contexts.

Includes: 15 days placement in an educational setting

Teaching is a multi-faceted profession and teachers need to have an understanding of the complexities of the teacher’s role in order to inform their teaching practice and meet the challenges of teaching in a rapidly changing world.

Becoming a Teacher is the first unit in the Effective Teaching sequence. It explores the evolving aims and structures of education and the consequent changing nature of teachers' work. Though engagement with education literature and policy documents, pre-service teachers will develop knowledge of the ethical, legal and professional responsibilities of teachers and understanding of the challenges of teaching in a contemporary world characterised by rapid advances in technologies, and increased diversity of student populations. Effective teaching strategies and the skills of communication in education contexts will be observed, practised, and critiqued. Pre-service teachers will have opportunities to observe and critically reflect on educational contexts and to practise and apply introductory teaching skills through undertaking a professional experience placement.

The aim of this unit is to enable pre-service teachers to develop their understanding of the role of teachers in the 21st century, and to develop their initial philosophy of teaching and their teaching skills.

The Bible is the world's most published book, and one with an incalculable, and ongoing, impact on human society. It is also a central carrier of revelation for Christianity. It is a book made up of many books from different times, contexts and authors. These books are united by a unique narrative in which God reveals himself to the Israelite people and enters into covenantal relationship with them. This relationship comes to its climax when God becomes human in Jesus, who teaches and heals, dies and rises, to enable God's life of love to be fully shared with humanity and creation. Study of the Bible is therefore imperative to understanding Christian perspectives.

THBS100 is an introduction to the Bible, setting it within the context of its continuing significance for Christians particularly the Catholic community . It explores the historical background, literary character and theology of the texts, in order to provide a sound basis for their contemporary interpretation and application. The unit will involve study of selected biblical texts, such as Genesis, Exodus and the Gospel of Mark.

The aim of this unit is for students to acquire knowledge of the scriptures and begin to interpret them using scholarly methods and perspectives.

This zero-credit point unit addresses the Australian Institute for Teaching and School Leadership (AITSL) accreditation requirement that all initial teacher education students possess personal literacy and numeracy skills in the top 30 per cent of the population.

The national Literacy and Numeracy Test for Initial Teacher Education (LANTITE) is an online assessment that examines aspects of an individual's personal literacy and numeracy skills. The test is comprised of two components, a literacy component and a numeracy component. It is administered externally by the Australian Council for Educational Research (ACER).

The aim of this unit is to record successful completion of the LANTITE numeracy requirement.

This unit provides pre–service teachers with an introduction to Arts education. The Arts make a unique contribution to children’s education, enhancing their social–emotional well–being and promoting creativity, cultural understanding and social harmony. Teachers must be equipped with knowledge and skills in The Arts disciplines and pedagogy in order to provide learning experiences for children.

Through research and exploration pre–service teachers will develop foundational knowledge and understandings of Arts practice, pedagogical principles and curriculum structures within Dance, Drama, Media Arts, Music and Visual Arts. Through engagement in practical activities, analysis and discussion they will develop skills in making and responding across five distinct Arts disciplines, with an emphasis on practical application in the classroom. Pre–service teachers will apply and demonstrate their conceptual, pedagogical and curriculum knowledge through developing learning experiences that are responsive to the needs of diverse learners in school settings.

This unit aims to develop skills and confidence in providing active, developmental and differentiated learning experiences in the Arts for diverse contexts.

This unit will introduce pre-service teachers to an extensive range of children’s literature which includes contemporary melded genres, multimodal texts, picture books, post-modern texts and poetry to build foundational knowledge for the teaching of literacy. Pre-service teachers will understand the importance of analysing texts using historical, sociocultural and post-structural perspectives. The unit is designed to develop and deepen pre-service teachers’ knowledge of children’s literature and how it is used to develop and enhance oral language development, literacy competency and enjoyment. Contexts and strategies for responding to, thinking about and critiquing children’s literature within a basis of literary, semiotic and language theories will be considered. The unit will also consider Indigenous literature, enabling pre-service teachers to acknowledge Indigenous Australians’ deep spiritual relationship with the land, and value and respect Indigenous cultures.

The aim of this unit is to offer opportunities for pre-service teachers to read and critique a wide range of children’s literature, consider what constitutes constructs quality children’s literature, and to participate in discussions with deep understanding, within a framework that engages the social and ethical dimensions of study and research.

Australian education aims to promote equity and excellence, and for all children and young people to become successful learners and confident and creative individuals. Teachers must develop knowledge of, understanding of, and respect for Aboriginal and Torres Strait Islander peoples and cultures in order to support learners from Aboriginal and Torres Strait Islander backgrounds to achieve this goal. Teachers also need an awareness of skills, protocols, sensitivities and educational practices needed for teaching all students about Aboriginal and Torres Strait Islander ways of knowing, being and doing.

This unit develops pre-service teacher knowledge and understanding of the complexity and diversity of Aboriginal and Torres Strait Islander histories, cultures and languages, and the impact of cultural identity and language background on the education of Aboriginal and Torres Strait Islander students. Through critical reflection on the literature, and sensitive engagement in discussion and collaborative tasks, you will develop an understanding of educational philosophy, contemporary issues, contexts and policies shaping the educational experiences of Australia’s first peoples. Contemporary Aboriginal and Torres Strait Islander knowledges, the ways of teaching and learning from an Indigenous perspective and how to work culturally with Aboriginal and Torres Strait Islander students and communities is explored.

The aim of this unit is to enable pre-service teachers to learn from and through Aboriginal and Torres Strait Islander perspectives to enhance their respect for and knowledge of Aboriginal and Torres Strait Islander cultures and histories. In doing so, pre-service teachers will develop intercultural understandings, to promote reconciliation and build capacity to work culturally with students from an Indigenous Australian background.

Educational Thought

Exploring Mathematics and Numeracy

Safe practice and safety of the public is paramount within nursing. This second year integrated practice unit scaffolds learning from first year units and prepares nursing students with a developing level of experience to critical think and link theory to practice. NRSG140 is a prerequisite for NRSG264 and in NRSG264, students build on critical thinking skills, ethics and assessment and management of patients. In the second year IP units, the introduction of reflection in and on practice occurs, with the aim of developing reflective and safe nurses.

NRSG264 Integrating Practice 3 is required by students to assist them to further develop their knowledge of theoretical concepts to inform their clinical practice and to describe how practice is guided by a continual process of assessment, diagnosis, planning, implementation and evaluation - skills critical for the nurse to deliver best practice.

This unit enables students to draw on their learning in previous subjects to extend and integrate theoretical and practical knowledge gained in the course to date. NRSG264 Integrating Practice 3 uses scenario based teaching and simulation learning activities in practical classes so that students integrate foundational nursing practice skills with theoretical knowledge. Students will consolidate their theoretical knowledge through clinical experience comprising 160 hours. Placement for professional practice is required to enable students to apply theoretical knowledge and demonstrate comprehensive and thorough care for individuals for whom they are caring.

The aim of this third ‘Integrating Practice’ unit is to build on students’ previous and current learning to further contextualize their theoretical knowledge through professional clinical practice.

Basic Accounting 100

Environmental pollution and interpersonal discrimination are just two examples of the many challenges we face as individuals functioning as members of our community. They highlight the fact that as humans, we are all individuals, and yet none of us lives in isolation. The Bantu concept of 'ubuntu' ("I am what I am, because of who we are") is helpful here, a concept that is consistent with the principles of Catholic social thought. Understanding these principles helps us to determine how issues relating to the dignity of the human person and the realisation of the common good may be addressed in our personal and professional lives now and in the future.

This knowledge and understanding is a foundation for the development of the skills needed to be able to propose ways to address challenges where shared responsibility for the common good is not being realised. Given the pervasiveness of such problems in our community, addressing this need is important to our success as a community in realising a more just world, and to each student's role as an individual who can, and must, be part of that.

In this unit students will learn about the principles of Catholic Social thought, and then build on this knowledge by developing their understanding of how these principles relate to their own life and their own community. They will then apply this understanding in a reflection on how these principles are relevant to their professional context at a local level.

This unit aims to equip students with knowledge and understanding of the ideas of "self" and "community" as interrelated concepts in the context of nine principles of Catholic Social Thought, and it will assist them to develop basic skills that will enable them to contribute to a more just society.

There is an increasing prevalence of mental health issues in society: it is crucial that registered nurses understand a range of frameworks and care to ensure that individuals are supported in their recovery journey. This unit will enable students to learn from individual, carer and family lived experience of mental health issues in order to provide interventions that support the individual with mental health issues they care for in future practice.

The role of the registered nurse will be considered across a variety of mental health settings and include considerations across the lifespan, legal and ethical issues, the impact of comorbid conditions and vulnerability for individuals who experience a mental health illness.

This aim of this unit is to support students to develop knowledge and skills in relation to evidence-based practices which enable safe and effective care for persons experiencing mental health issues.

Thinking deeply about what it is to be a human being is itself a distinctively human activity, and is a major focus of the discipline of philosophy. This unit, which is part of ACU’s Core Curriculum, introduces students to a wide range of topics in this field, as they examine key concepts, theories and debates concerning a range of matters. These include issues, such as the nature of mind and its relation to the body; the basis of personal identity and the ’self’; the relationship between rationality and emotion; the meaning and extent of personal freedom; the inter–personal nature of being human; the significance of gender & sexuality; considerations about the meaning of life; and the implications of human finitude and mortality. The unit aims to assist students to develop an understanding of key philosophical concepts and theories that allow them to reflect on their beliefs and assumptions, and to engage with the views of others. It also looks to enhance students’ skills in critical reflection on experience, the analysis of arguments, and the formulation and communication of coherent positions of their own.

To prevent and manage diseases, promote health and care for their patients/clients, health professionals need to have an understanding of disease processes and drug action.

In this unit students extend their knowledge of the human body by developing an understanding of pathophysiology and pharmacology with respect to selected National Health Priority (NHP) areas and Quality Use of Medicines (QUM). The influence of lifespan changes will also be introduced in the context of these areas and drug administration. Basic principles of microbiology will be linked to infection control practices.

Students will apply scientific knowledge to understand disease processes, risk factors associated with them, and their prevention/management (including pharmacological treatment options) for successful progression to later units in their respective courses.

Being a health professional, it is a requirement that you are able to perform person-centred care in a culturally competent manner. This requirement exists because all people deserve to be treated with respect and dignity regardless of their beliefs, values or attitudes. Students are required to undertake this unit as it provides the foundation for culturally competent practice through the lens of Indigenous Australian culture to ensure graduates enter the workforce as culturally competent practitioners.

The social-historical-political context, cultural knowledges, and related health issues of Indigenous peoples of Australia and across the world will be the focus of this unit. The concept of globalisation will be introduced and explored with reference to the health of Indigenous peoples. Students will then examine the historical context of Aboriginal and Torres Strait Islander peoples’ health, contemporary issues in healthcare provision, and Aboriginal and Torres Strait Islander peoples’ ways of knowing, being and doing. The impact of current strategies to close the gap in Aboriginal and Torres Strait Islander health care will be examined, along with ways that the health care system can respond to the health needs of this population. The notion of culturally competent care will be introduced, and students will start to develop knowledge and skills needed to provide culturally competent care to people from diverse cultural backgrounds. Aligned with cultural competence are principles of community engagement – in this unit, students will be introduced to the principles that would enable safe and effective community engagement and explore how these principles can be applied within their practice.

The aim of this unit is to provide health students with a solid foundation on which to build cultural competency across their undergraduate program – knowledge and skills that they will need to apply to their future health care practice.

Links between energy, society, the environment and technology development
Where, why and how energy is used
Case studies: societal responses to energy crises
Current and future sources of energy, and the implications of such choices
Sustainable energy: technology, application, practices and policies
Greenhouse gases and emissions
National and international environmental implications of energy consumption
Integrating sustainable energy into existing and future energy scenarios
Energy markets and government regulators
Contemporary instruments in energy finance

It is a professional and pragmatic requirement that all health care practitioners have the necessary skills to deliver quality person-centred care by applying the best available evidence to clinical practice. As the practice of all health care practitioners in some way relates to the wellness of others, the ability to source and critically appraise relevant literature related to practice is critical for evidence-based client or patient outcomes.

This unit provides foundational knowledge and skills for sourcing, appraising and reflecting on literature and information sources used in the health care environment. To assist health students to deliver evidence-based care, approaches to knowledge development in the health disciplines, including the generation of new knowledge, the refinement of practice and the delivery of quality care are explored. Students application of research knowledge to the provision of evidence-based practise will be evaluated through a process of five steps – developing a spirit of clinical inquiry; asking a clinical question; searching for the best available evidence; critically appraising the evidence; and applying evidence to practice.

Skills developed in this unit will provide health science students with the ability to source credible and appropriate information which they will use to build their discipline specific knowledge across their undergraduate program and take into their future practice as a health care practitioners.

The aim of this unit is to develop an appreciation of the elements of Evidence Based Practice.

Operate the crushing process

Students will examine the processes, tools and techniques of environmental planning and sustainable development within the context of climate change. Students will develop an understanding of the potential impacts of policies, programs and plans on the environment from both an Australian and international perspective, including a critical review of tools currently used, such as Environmental Impact Assessment (EIA). Students will develop skills and knowledge of environmental assessment processes by conducting a quality appraisal of an environmental impact statement, a Strategic Environmental Assessment and Life Cycle Sustainability Appraisal, and an Environmental Impact Assessment of a development project.

Perform effectively in a wine industry workplace

Perform fermentation operations

Science communication history, methods, and exemplars; practical guidance on science communication techniques; science communication in the context of scientific practice and the development of a science career.

The course provides an introduction to environmental microbiology including bacterial classification, metabolic diversity and biogeochemical cycling of elements. The course will also focus on applied aspects of microbiology such as monitoring, wastewater treatment, and bioremediation of contaminated sites.

Engineering and Environmental Masters Design Project

Masters Research Theory and Practice

This course aims to equip students with the ability to build and maintain Social Licence to Operate in energy organisations. With a particular emphasis on sustainability and equitable development students will learn how to undertake stakeholder consultation as input into organisational decision making.

Operate manual bottling and packaging processes

Operate the bottle supply process

Communicate wine industry info

Participate in work health and safety processes

Apply food safety procedures

Academic English Level 2

The science of chemistry is the foundation upon which many innovations in industry and breakthroughs in scientific research arise. To progress towards a career as a biomedical professional, students require a sound background in the basic chemical concepts that are covered in this unit.

This unit introduces the foundation principles of chemistry which are essential for the further study of the chemical, biological and environmental sciences. Topics taught include atomic structure, the elements, molecules, compounds, chemical bonding, chemical reactions, stoichiometry, chemical equilibrium, acids, bases, pH, buffers and radioactivity. Students will also develop laboratory skills through a comprehensive practical component.

This unit aims to form the foundation for subsequent chemistry units, providing knowledge of basic chemistry principles and assimilation of their significance in biological and environmental context, through scenario-based problems and laboratory experiments.

To analyse key issues in fire management in Australia’s natural environment, with key consideration to the role of cultural burning.

Geographical Information Systems and Analysis

The ability to reason numerically is fundamental to the practice of science. All science involves some or all of measurement, mathematical manipulation and analysis of measurements, interpretation and presentation of numerical data, and drawing conclusions from numerical data.

The focus of the unit is heavily towards the conceptual understanding and practical use of mathematical tools rather than as a study of these as an end in themselves. The approach is therefore one of applied mathematics, with a particular emphasis on spreadsheet-based numerical techniques. Students will develop the skills and knowledge in various mathematical 'scripts', graphical interpretation and presentation of data, manipulation of equations, functions, descriptive statistics, probability, basic modelling techniques and differential and integral calculus.

This unit provides students with the skills and knowledge to understand and use the foundational tools of mathematics broadly encountered in the practice of science.

This is the first subject in the field of data communications and networking. Basic networking concepts and skills are developed. The skills and knowledge gained are essential to all IT professionals. Students will be introduced to networking technologies, network devices, end systems (PCs and servers) and the role of protocols and standards. Through a case study and group work, students will work collaboratively and individually to produce and justify an initial design for a computer network, requiring analysis and evaluation of alternative solution and technologies.

This subject introduces students to the fundamentals of effective database systems. Students are taught how data is structured and managed in an organisation in a way that can be used effectively by applications and users. They also learn to use the language SQL for effective data retrieval and modification. This subject teaches students to appreciate the significance and challenges of good database design and management, which underpins the development of functional software applications.

This subject provides students with the opportunity to experience the process by which IT solutions are designed to solve business problems. The subject emulates the commercial environment, with students working in groups to produce a design solution to a business problem. The subject contributes to developing team skills and an understanding of how teams work. It introduces students to the software development life cycle and relates information systems concepts to the business environment. In addition, it provides students with an opportunity to develop analytical thinking and problem-solving skills and develop effective writing and presentation skills, and demonstrate the capacity for continued learning.

This subject introduces the computer as a component of the internet. This enables students to understand the use of a computer in a distributed environment, and provides the context for later subjects on distributed services. Students will be able to develop scripting skills required in later subjects, such as using the command line interface of UNIX and building web sites. Some fundamental computing theory is introduced.

This subject introduces students to the type of information systems which form the foundation of conducting business in the 21st century. Key concepts include how information systems support organisations and add business value, the importance of stakeholders and users in information systems, systems development methodologies, collaborative work processes, teamwork and usability evaluation.

This subject introduces both Engineering and IT students to the basic principles of technical communication. The subject allows students to engage with and practise the language and study skills required for undergraduate study in Engineering and IT. Students will have opportunities to understand and appreciate the communication requirements of the profession, and also to develop skills in oral, written, visual, and digital technical communication, essential for them to succeed in increasingly globalised electronic communication environments.

Initial Kick-Off

SKG09 : Sequence Stratigraphy, L2

Introduction to Computer Systems, Networks and Security

Functions and their Applications

Introduction to research and evidence

Fundamentals of C++

Foundations of anatomy and physiology for health practice 1

Effective human resource management is critical to the success of organisations operating in the competitive global environment. However, managing human resources across borders presents an array of complex challenges. This unit provides students with a critical understanding of the theories and practices associated with effective global human resource management. It imparts the skills and knowledge required to implement effective strategies that optimise the acquisition, development and deployment of human resources to realise the organisation's goals.

Cardiorespiratory

Renal and Urinary System

The global digital revolution has seen a paradigm shift in the way business is conducted. Significant impacts include the rate innovation of products and services, real-time monitoring of production and logistics systems, and market communications. It has also seen an explosion in the amount of data organisations need to process and management and as fuelled the growth of business analytics. As such, even the smallest of organisations find themselves needing to strategically manage electronic systems in order to remain competitive in the global market place. To achieve this, organisations must plan and integrate information and communications systems to optimise interactions with their suppliers, customers and partners using social and mobile platforms, and intelligent electronic systems.

This unit provides the student with an in-depth understanding and knowledge of eCommerce, eBusiness and eMarketing systems. It explains the mysteries surrounding big-data and use of business analytics, and their relevance to business strategy and day-to-day operations. It also investigates ongoing technology trends, such as the development of truly global satellite coverage, and their ethical and practical implications for business.

Skin

In today's competitive and highly dynamic global business environment organisations cannot afford to make strategic mistakes. The most successful strategies are therefore based on current and appropriate market information that enables the organisation to capitalise on ever changing market opportunities. Furthermore, the strategic process is an organisation wide endeavour and effective strategy guides all organisational initiatives to ensure outcomes align with the long-term strategic intention. In this unit students learn about evidence-based strategy and how to analyse internal
and external environment information.



Students evaluate current strategies and learn how to create and implement strategic plans that ensure competitive advantage through enhanced customer satisfaction. A casebased approach delivers critical understanding of the strategic process, as well as the advanced application of business theories and planning tools widely used in contemporary strategic marketing and management. Practical examples illustrate these techniques and students learn how to analyse and interpret the data that typically inform strategic decision
making.

Organisations face significant legal challenges. Business owners, managers and consulting professionals must understand the role that commercial and corporate law plays in conducting successful business in the modern global environment. In this unit, students investigate critical aspects of commercial and corporate law to become successful business owners, managers and consulting professionals. Students will also be introduced to cross border (domestic and international) implications of Australian commercial and corporate law.

For businesses to be successful in competitive global environments, managers need to understand international economics and finance. This unit focuses on aspects of how and why individuals and populations make decision and the subsequent broader impact on economies and business operations within a global environment. Students will investigate aspects of cross-border trade and exchange, acquisition of finance, how companies and investors evaluate risk and return, consideration of public policy and the role of international organisations such as IMF and WTO in globalising the
world economy.

This unit considers emerging business issues and the complexity of the management function. These include major shifts in environmental, economic and social conditions that will impact organisations over coming decades. This market dynamism is a double-edged sword presenting ever evolving opportunities but also potential threats to organisational success and viability. These compound the management challenges relating to increasing internationalisation, intensifying competition, growing management accountability, tight liquidity, as well as increasing recognition of the need for sustainable business practises. Managers therefore need frameworks to assist with the constant scanning of the business environment, in order to spot pertinent issues and respond to emerging trends as early as possible. Using a constructive learning sequence and current case studies the unit provides advanced understanding of contemporary global megatrends, emerging issues, as well as some of the latest business research areas.

Students will critically investigate these complex issues, identify and explore the available literature and apply concepts to real world scenarios to develop plans to leverage opportunities and/or mitigate any potential negative business impacts.

Endocrine System

In today's competitive and highly dynamic global business environment organisations cannot afford to make strategic mistakes. The most successful strategies are therefore based on current and appropriate market information that enables the organisation to capitalise on ever changing market opportunities. Furthermore, the strategic process is an organisation wide endeavour and effective strategy guides all organisational initiatives to ensure outcomes align with the long-term strategic intention. In this unit students learn about evidence-based strategy and how to analyse internal
and external environment information.



Students evaluate current strategies and learn how to create and implement strategic plans that ensure competitive advantage through enhanced customer satisfaction. A casebased approach delivers critical understanding of the strategic process, as well as the advanced application of business theories and planning tools widely used in contemporary strategic marketing and management. Practical examples illustrate these techniques and students learn how to analyse and interpret the data that typically inform strategic decision
making.

Musculoskeletal System

Block 2, the Foundation Block, concentrates intensively on the BCS Theme while giving you an introduction to the other three curriculum Themes. You will be introduced to basic clinical sciences of Anatomy, Physiology, Pathology, Molecular Medicine, Immunology, Pharmacology and Infectious Diseases. Problem-based learning (PBL) and Clinical Days will be introduced in this block.

Endocrine System

Contemporary marketing is increasingly international and multicultural in nature, which presents challenges for the marketing manager. This drives the need to understand the dimensions of both cross-cultural and intracultural communications when designing effective marketing communications. This undergraduate unit presents an overview of relevant contemporary marketing communications theory, including strategic perspectives and communications planning in different cultural contexts. It also provides practical insights into the common processes that organisations follow from initially developing messages and advertising concepts, through to media planning, implementation and evaluation.


Students are introduced to the concept of planning seamless integrated marketing communications, which helps managers optimise their communications impact. This includes effective deployment across the range of appropriate media platforms to achieve specific marketing communication objectives, including advertising to customers across a variety of cultural contexts.

Contemporary business has become increasingly global. This means managers often need to operate effectively in local and global environments and account for diverse cultural contexts, including Australian indigenous management practices. This unit acknowledges global megatrends that shape the activities of organisations and introduces students to comparative management systems, which enable managers to recognise and respond to the critical factors influencing domestic and international management practices.

Understanding customers, which frequently includes both consumers/endusers and businesses, is an essential task for all organisations. Those that more fully appreciate customer needs, attitudes and behaviours can gain significant competitive advantage by creating optimum marketing mixes. However, understanding buyer behaviour is challenging. Effective suppliercustomer interaction is an important focal point of the unit. This customer centric perspective enables marketers to create shared value and more effectively develop and extend their offerings. This unit unravels the complexities of buying behaviour by drawing on relevant concepts, theories and models from Psychology and Sociology. Real life examples are used to illustrate the relevance of these disciplines to marketing design and to help students recognise the tactics that organisations use to influence customer decision making.

Students apply a range of theories, concepts and skills from their studies to a complex real-world business issue. This unit allows students to apply the skills and knowledge acquired during the course, within the context of an applied project. It is recommended that students only undertake this unit in their final year of study.

It is a requirement that students have successfully completed a minimum of 150cp including all the Core units of the course before enrolling in this unit.

In this unit, understandings of the self and culture are explored to develop important knowledge and skills involved in the enacting of generative interpersonal and intercultural relationships. Students are required to build upon their understandings of culture and knowledge making processes to enact a working framework for engaging in interactions between themselves and others. The potential power relations between different people and groups are explored with a view to making them explicit, recognising the partial authority of participants in interactions and examining and critiquing knowledge making practices that seek to be equitable and generative.

Musculoskeletal System

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Block 2, the Foundation Block, concentrates intensively on the BCS Theme while giving you an introduction to the other three curriculum Themes. You will be introduced to basic clinical sciences of Anatomy, Physiology, Pathology, Molecular Medicine, Immunology, Pharmacology and Infectious Diseases. Problem-based learning (PBL) and Clinical Days will be introduced in this block.

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This training unit provides participants with the knowledge and application skills in carrying out Scheduled Maintenance on the track side equipment. It covers maintenance on the various equipment such as IAGO, ATC Cubicle, Beacon, Modem and Track Circuit.
This training unit also provides participants with the knowledge and application skills in carrying out Scheduled Maintenance on the train-borne ATC equipment. It covers maintenance on the various equipment such as antenna and train-borne ATC cubicle

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This unit introduces business research methodologies that imperically support organisational decision making. It focuses on quantitative research and covers the range of primary and secondary research techniques. Students develop an appreciation for when and how business professionals use particular research approaches, including the presentation and interpretation of quantitative and qualitative data and the application of appropriate statistical techniques.

Signal Interlocking & Maintenance

This unit introduces students to the fundamentals of management including the roles and functions of modern managers. It covers management theory, organisational theory, as well as aspects of organisational environments, human resource planning, corporate social responsibility and ethics. Understanding these areas enable students to identify their role as emerging or future managers, and how leadership can influence positive contributions to individuals and organisations.

Organisations operate within highly monitored and regulated legal environments. To effectively operate within these environments owners and managers need an understanding of the key laws and regulatory bodies that might impact their decisions and activities of the organisation. In this unit students will be introduced to key aspects of the Australian legal framework in which organisations operate and important aspects of conducting business across-borders (state and international).

Module 1 Electrical Principles
Covers the basic laws and theorems that govern the operation of electrical circuits. Topics covered include scientific notation, engineering notation, metric prefixes, definitions of energy and power, power sources, measuring instruments, DC and AC concepts, simple series and parallel networks, electromagnetism, inductor, inductance, transformers, Kirchhoff’s Voltage and Current Laws, Current and Voltage Divider Rules.

Module 2 Digital Principles
Covers the principles and design techniques to enable students to design simple combinational circuits using commercial SSI and MSI integrated circuits. Simple sequential logic circuits such as flip-flops and mono-stables are also introduced.

Introduces the various systems found within the rapid transit environment, which includes signalling, communication, tracks,rolling stock and building services; and how to identify and manage hazards and risk at the workplace.
Provides knowledge to carry out schedule maintenance on mechanical equipment of trains and train-cars in the depot, which includes air-conditioning system, pneumatic system, bogies and couplers.

This subject introduces students to essential macroeconomic and microeconomic ideas, models and reasoning. This economic knowledge is used to explore important questions such as, is economics a value free science?, do individuals behave rationally?, how and why do market structures vary across different industries and why is this knowledge important?, do markets ever fail, and if so, why?, what are some causes and implications of inflation and unemployment?, how do monetary and financial systems operate?, and how do governments typically respond to domestic macroeconomic volatility? While these questions will not be fully answered in this introductory subject, policy challenges and case studies will be used to demonstrate the importance of basic economic reasoning if sensible answers to economic and social challenges are to be found, and to stimulate greater awareness of economic approaches to the analysis of contemporary social issues.

This unit introduces students to the fundamentals of management including the roles and functions of modern managers. It covers management theory, organisational theory, as well as aspects of organisational environments, human resource planning, corporate social responsibility and ethics. Understanding these areas enable students to identify their role as emerging or future managers, and how leadership can influence positive contributions to individuals and organisations.

How does the solid planet Earth function and of what does it consist? This subject provides an introduction to Earth sciences by considering topics such as geological time, the solar system, the interior of Earth, tectonics and structural geology, crystals, minerals, volcanoes and volcanic processes, and characteristics of igneous, sedimentary and metamorphic rocks.