UA Sydney

The subject introduces the student to engineering sketching and drawing, computer-aided design and solid modelling, engineering design, engineering mechanics, mechanical systems and components, and wind power and energy conversion. Students learn to graphically represent engineering components by sketching, using drawing instruments and/or computer methods using standard representation techniques such as orthogonal projection. Students learn basic engineering mechanics and how to apply this to analyse simple machines, mechanisms and structures. Students also learn basic engineering management tools and apply them in designing and building a mechanical system.

This is a practice-based subject, using material based on the textbook. Learning is laboratory-based. Students assess if a crime has been committed, acquire digital evidence, analyse the evidence and prepare forensic reports. The emphasis is on digital forensics applications, in particular: forensic analysis of a digital storage device where evidence of visits to web sites is recovered to support or oppose a hypothesis before a criminal court; eDiscovery (a form of discovery related to civil litigation) where students acquire evidence of contact with a third party using email or social media; intrusion investigation into the nature and extent of an unauthorised network intrusion. Students look for evidence of malware being installed on the device that may use the network to exfiltrate data to an unauthorised person.

This subject is designed to introduce the key concepts of the forensic imaging discipline. Through a set of complementary lectures, practicals and computer labs, students gain theoretical and practical knowledge about the general philosophy of forensic imaging, as well as how to use a digital camera and other imaging equipment, take relevant photographs in a forensic context and perform digital enhancement of images using specialised software, such as Adobe Photoshop. The skills acquired in this subject are essential in forensic science since photography is the best way to document the entire forensic process, from the crime scene to the production of the photographic report. The subject acts as a foundation to build the photographic skills necessary for all forensic science subjects.

This subject is designed to introduce the different disciplines, principles and concepts specific to forensic science. It covers the following areas in a forensic context: history; general definitions and concepts; sub-disciplines; methodology and methods; introduction to crime scene; trace typology; function of the expert; the legal system; judicial admissibility; ethical considerations; and interpretation of forensic evidence. Lectures are complemented by workshops that encourage students to engage with the material through pre-workshop activities that are discussed during the workshops. Students reflect on the ideas developed in workshops by completing a series of post-workshop exercises. This is a core subject for the forensic science courses and an elective for students in other related courses.

This subject is designed to introduce the basic concepts of immunology for students planning careers in biomedical research, biotechnology and diagnostic pathology. The cells of the blood, bone marrow and immune tissues are studied in detail with regard to their identification, morphology and function. The development of these cells (haematopoesis) and their role in haemostasis and immune function is investigated. The study of immune function is structured in such a way that it follows the course of an immune response, from initial non-specific reactions to the development of adaptive responses and immunological memory. Emphasis is given to the basic concepts that underlie the recognition of foreign bodies by the host and the immune response to infection. The practical sessions introduce students to the variety of immunological techniques routinely used in pathology and research laboratories such as radioimmunoassay, immunofluorescence staining, flow cytometry and ELISA.

This intensive summer subject provides an introduction to the basics of molecular biology and an understanding of the key concepts underlying the experimental techniques of DNA manipulations in a molecular biology laboratory. The key techniques and the science behind the methodology are introduced, which enables the student to embrace a wide learning curve of elements within the subject. The student is encouraged and challenged to understand ideas and concepts, evaluate and analyse data and information, and apply these skills to critique current molecular biology projects in the assessment task. Topics covered include: DNA and RNA isolation, restriction enzymes, DNA ligation, cloning strategies; southern, northern and western blotting; and an introduction to DNA sequencing and PCR. Emphasis is also placed on the use of databases to retrieve and analyse nucleic acid and protein sequences. This subject encourages students to become adept at the techniques required for molecular analysis in a modern scientific laboratory, and provides a foundation for more advanced molecular biology study, as well as the skills and knowledge for future potential positions in industry, such as pharmaceutical and commercial, research and development, and gene technology and engineering companies.

This subject explores the breadth and depth of ethical issues confronting contemporary organisations as they relate to general business practice and sustainability. It examines major philosophical conceptualisations of ethics and applies these to critically analyse both theory and practice. It places particular emphasis on developing students' ethical vocabulary and ethical argumentation so that they are better equipped to successfully carry an ethically informed subjectivity into their organisational practice. This subject provides students with various frameworks for incorporating and critically evaluating sustainability in organisational practices and decision-making.

This subject develops basic economic models as the analytical tools with which to understand macroeconomic phenomena such as economic growth, output fluctuations, unemployment, and inflation and how these phenomenon are interrelated. The subject equips students with analytical skills to examine the impact of these macroeconomic forces on business conditions and to understand and evaluate policy.

This subject extends students' knowledge and understanding of microeconomic phenomena and the environment within which consumers and businesses operate, as developed in introductory economics subjects. It develops the ability of students to analyse and critically evaluate these microeconomic issues, by equipping them with formal concepts and models. Issues considered in this subject include: the theory of consumer choice, firm behaviour, comparative welfare outcomes produced by different market forms and externalities arising from market failures such as pollution. The subject equips students with formal concepts and tools that are essential for further study in a range of specialised microeconomic fields.

This subject focuses in the first instance on the issues relating to the ways in which firms consider the business opportunities for developing international marketing operations and then secondly, how those plans need to be evaluated, researched, developed and then implemented and managed. Key topics include international market planning and evaluation, target market(s) research, evaluation of competitive advantage, positioning and strategy considerations and then marketing plan development, implementation and management as well as consideration of how such plans need to be integrated within the firm. All of this involves significant consideration of cultural, political, legal and other environmental factors that can facilitate or limit exchanges among, what can be, very diverse sellers and buyers. Students learn different strategies that can be used in an international context to meet the different needs and wants of customers, while at the same time enabling international marketers to achieve their business goals and objectives. The emphasis in this subject is upon developing critical thinking in relation to international marketing opportunities and the use of marketing related tools to 'solve' those opportunities in a commercial environment.

This subject examines the challenges associated with the strategic and operational management of organisations whose activities stretch across national boundaries. The subject develops a conceptual framework that enables students to explore the interplay between the transnational organisation, the country in which it does business, and associated macro-environmental forces. Through theories, case studies, and research articles, students explore ethical dilemmas and sustainability issues in companies operating across national boundaries. Students gain a comprehensive understanding of key management challenges for firms operating in a transnational environment.

The study of chemistry is central to an understanding of the world around us and is relevant to all other science areas, such as physics, biology, geology and the environment at the fundamental level. This subject is designed to develop the student's understanding of the basic principles of chemistry. Topics covered include an introduction to matter, chemical reactions, atomic structure, stoichiometry, the periodic table, bonding, intermolecular forces and crystal structures, molecular geometry, equilibrium, and acid-base equilibria. The subject provides the requisite knowledge and skills for 65212 Chemistry 2.

The study of chemistry is central to an understanding of the physical world, and is fundamental to the study of biology, geology, and environmental science. This subject builds on and develops further the material introduced in 65111 Chemistry 1. The subject is divided into the broad areas of physical chemistry (equilibria, kinetics and thermochemistry) and organic chemistry (carbon compounds and their reactions, including biological molecules such as proteins, sugars and nucleic acids). The study of physical chemistry allows for the explanation and prediction of chemical reactivity and energetics, while organic chemistry provides the building blocks for understanding the complexity of the natural world.

This subject focuses on the importance and role of chemical changes in the natural environment, and those resulting from human activity. Chemical changes are examined for the hydrosphere and atmosphere with particular emphasis placed on the importance of organic and inorganic pollutants, and changes in organic molecular structures. Chemical changes are examined for inorganic matter (soil clays) and organic matter (plant materials), having as their end products humic substances, petroleum and coal. Important pollutants including halogenated hydrocarbons, and the oxides of nitrogen, sulphur and carbon, are discussed in the contexts of their origins and effects on the geosphere, hydrosphere and biosphere. The subject concludes with discussions regarding sustainable chemistry processes, with a focus on green synthetic routes, solvent selection, catalysis and atom economy. The practical component of this subject involves the application of titrimetric and spectrophotometric methods of analysis along with the use of analytical probes to measure and assess water quality. Students are also introduced to the importance of green chemistry methods in the laboratory.

The objective of this subject is for students to develop competencies in advanced computational methods used in civil engineering, particularly in the preparation and analysis of mathematical models that are frequently applied in structural engineering. The subject also develops modelling and programming skills using a wide range of software tools.

This subject introduces senior civil engineering students to the preparation and analysis of computer models of load bearing structures. Students learn how to establish loads on buildings in compliance with Australian standards and how to apply them correctly to the computer models they prepare. Building on subjects completed earlier for the design of structures, students extend their design skills by being introduced to commercial software programs for structural analysis in hands-on lab sessions.

All engineers who wish to practise as civil engineers in Australia must have knowledge of structural design, including the behaviour and design of reinforced concrete (RC) and, to a lesser extent, of prestressed concrete (PSC) elements as parts of overall structures. This subject builds on the knowledge of statics, solid mechanics and structural analysis of indeterminate structures that the students have learnt in the previous structural strand subjects. Students learn about the behaviour and design of RC beams, slabs and columns and PSC beams, for both serviceability and strength. Initially, the students are introduced to the Limit State Design philosophy of Australian Standards for structural design and to the material properties of concrete, reinforcement and prestressing steel used for design. RC topics include uncracked section analysis of beams, cracked section analysis of beams (linear-elastic, Desayi-Krishnan, ultimate) for strength and design for strength to AS3600, serviceability design of beams, ductility of singly and doubly reinforced sections, design for shear, T-beams, approximate analysis and design of one-way, two-way slabs and flat slabs/plates, columns (interaction diagrams and slenderness effects), pad footings, cantilever retaining walls and reinforcement detailing. PSC beam topics include history, uncracked section analysis, equivalent loads, load-balancing, cracked section analysis (linear-elastic and ultimate), design for bending, shear, transfer, anchorage.

The most common materials used in civil engineering applications and construction are concrete and steel. In order to understand how these materials perform in service, civil engineers must have a basic understanding of them in relation to their engineering properties and application. As part of the learning outcomes in this subject, students acquire fundamental knowledge of the engineering properties of construction materials and apply this knowledge to predict the behaviour of these materials in application. Students also interpret and apply Australian Standard test methods for the testing of these materials and understand the effects of the environment on the performance, properties and failure modes of them. By developing professional problem solving and design skills in this subject, students also acquire the ability to select the most appropriate material to meet prescriptive and performance-based requirements and be able to justify their choice of selection. Topics include: 1. construction materials and their application; 2. binders and water for concrete production; 3. aggregates and admixtures for concrete production; 4. fresh and hardened properties of concrete; 5. time dependent deformation and durability of concrete; 6. mechanical behaviour of metals; 7. properties of iron-carbon alloys and structural steels

This subject aims to enable students to: understand key concepts and fundamental principles, together with the assumptions made in their development, pertaining to fluid behaviour, both in static and flowing conditions; deal effectively with practical engineering situations, including the analysis and design of engineering systems and devices involving fluids and flow; appreciate possible applications and links to other disciplines; and engage in further specialised study or research. The subject also aims to enhance interests in fluid phenomena and applications. Topics include: fluid properties and statics; conservation laws of mass, momentum and energy; flow in pipes; external flow (lift and drag); boundary layers; flow measurements; and environmental fluid mechanics.

The aim of this subject is to develop students' technical competence in the analysis of soil masses and of structures associated with the soil. The analysis of footings, piles, retaining walls and soil slopes are examples. By completing this subject, students should be able to understand the concept of failure in soil and apply it to the analysis of soil masses; critically appraise a problem in order to decide which particular analysis should be used; identify the limitations of their analyses and carry out appropriate solution validation; be responsible for the analysis component of a design team; study the relevant literature and learn to apply new or more complex methods of analysis; and carry out fieldwork in association with subsurface investigations. Topics include introduction to geotechnical design (criteria, codes, engineering judgment); site investigation (planning, fieldwork, techniques); shallow foundations (types, bearing capacity theories, settlement); retaining structures (earth pressure theories, Rankine and Coulomb methods, analysis of gravity walls, cantilever walls, braced excavations); deep foundations (types, load-carrying capacity, settlement, group behaviour, lateral loading); slope stability (failure mechanisms, infinite slopes, rotational failure, remedial measures); and soil improvement (site classification, reactive soils behaviour, ground improvement methods).

The objectives of this subject are to enable students to: acquire a fundamental understanding of the behaviour of structural components commonly used in engineered structures and machines; develop skills to help them model and analyse the behaviour of structural and machine components subjected to various loading and support conditions based on principles of equilibrium and material constitutional relationships. Content includes: pure bending of beams – flexural stress and strain, calculation of beam loads; shear flow and shear stresses in beams – distribution of shear stresses in beam sections, forces and stresses in shear connectors; composite beams – composite short columns; slope and deflection of simple beams; column buckling – Euler's equation, end conditions and effective length, combined axial and bending stresses for short columns; torsion of circular shafts, thin-walled closed sections and solid rectangular sections; transformation of plane stresses – Mohr's circle of plane stresses, principal stresses and planes; inelastic bending – stress resultants, yield moment and ultimate moment capacity of elastoplastic sections, elastic and plastic section modulus, plastic hinges; product of inertia, principal axes and principal moments of inertia; unsymmetric bending; combined stresses due to axial force, shear force, bending moments and twisting moment; shear centre.

This is an introductory subject covering the discipline of transport engineering as part of the broad field of civil and environmental engineering. An outline of the discipline and its relationships with other engineering and non-engineering disciplines is provided with particular emphasis on achieving sustainable design and planning outcomes. The subject comprises two strands, transport planning and traffic engineering. The transport planning strand covers the analysis, design and evaluation of transport systems, primarily focusing on public transport provision. In the second strand, students learn about the '4-step transport modelling' approach to determine travel demands at a regional level, a key component of infrastructure feasibility assessments and design to ensure satisfactory operations. Students are also introduced to the fundamentals of traffic flow theory to be equipped with the tools necessary to assess capacity and appraise transport infrastructure. Furthermore, applications of this theory are introduced to students through practical case studies such as the preparation of local area traffic management schemes.

The objective of this subject is to give a broad-based introduction to the geosciences and a more rigorous introduction to soil as an engineering material. The subject concludes with a detailed study of the problems of soil settlement and soil shear strength. Geology practicals and soil laboratory sessions allow students to gain deeper insight into the soil behaviour through hands-on civil/geotechnical engineering interpretation and experience. In addition, the research project/case study and debate activity enable students to gain research skills. At successful completion of this subject, students communicate effectively with civil and geotechnical engineers as well as engineering geologists for real design and construction projects. In addition, students are able to Identify, interpret and analyse geotechnical data obtained from the field or laboratory for infrastructure and building design and construction projects, contributing to the subject and course graduate attributes. At the completion of this subject students should: be familiar with the natural processes occurring on the surface of the earth; be able to communicate with geologists, earth scientists and others involved in studying the ground; understand the fundamentals of the behaviour of soil as an engineering material; be aware of those aspects of soil behaviour which have a significant environmental impact; be able to solve a range of soil-related problems, especially those involving water flow and soil settlement; and have a solid basis for further formal study and self-study in the geotechnical area.

Civil engineers who wish to practise in Australia must have knowledge of structural design. This subject builds on the knowledge of statics, solid mechanics and structural analysis of indeterminate structures that students have learnt in the previous structural strand subjects. Initially, students review the Limit State Design (LSD) philosophy of Australian Standards for structural design and the LSD load combinations of AS1170.0 Structural Design Actions, Part 0: General Principles. Students are introduced to the material properties of structural steel and of timber and engineered wood products and their supply. Steel design topics are tension member design, compression member design including in-plane effective lengths of rigid-jointed frames, beam design for serviceability (deflection) and strength (bending and flexural shear), beam-columns (combined actions incorporating second-order effects) and design capacities of bolts and fillet welds, all in accordance with the requirements of AS4100 Steel Structures. Timber design topics are tension member design, compression member design, beam design for serviceability (deflection) and strength (bending, shear, bearing), combined actions and nailed and bolted Type 1 joints, all in accordance with the requirements of AS1720.1 Timber Structures, Part 1: Design Methods.

This subject covers classical theory of structures and its application in the analysis of load-bearing structures such as residential buildings, bridges or industrial enclosures. Students learn to analyse the response of linear elastic structures under the actions of mechanical loads as well as actions resulting from environmental effects such as temperature changes and foundation settlements. Furthermore, students learn how to qualitatively predict structural behavior by deriving the deformed shape, support reactions and diagrams showing the distribution of internal forces. The concepts developed in this subject are an essential foundation for subsequent structural design subjects, such as 48353 Concrete Design and 48366 Steel and Timber Design.

This subject enables students to become competent in the theory and practice of basic surveying skills, and be able to use basic surveying equipment such as levels and theodolites. Students learn how to perform the calculations and reductions of observations associated with this equipment and to be aware of the likely errors that may occur during observations and of methods to eliminate or minimise such errors. Other surveying skills developed include making accurate distance measurements over short distances using tapes, and awareness of the advantages of modern developments in this field such as electronic distance measuring equipment. Students are able to perform a simple traverse and associated calculations for the engineering applications of surveying. The stadia method is discussed in class and may be used as a data-gathering tool in a practical exercise. The applications of modern computer programs to reduce data for, and the plotting of, detail and contour plans are introduced. Services of professional surveyors are explained, as are engineering situations where surveyors must be engaged. Professional practice of surveying and engineering are emphasised during all classes.

This subject explores the strategies through which citizens, corporations, public officials, journalists, artists, environmental groups and Indigenous people strive to influence public debate and shape important decisions that affect the future of the only known life-bearing planet. While many environmental controversies hinge on scientific evidence, decisions about what to do turn on how that evidence is communicated, and on perceptions of science, technology and nature in the public sphere. This subject focuses on planetary heating as a fundamental challenge in environmental communication. Students are introduced to key theories, concepts and practices in science communication, risk anticipation, environmental policy and environmental studies. They analyse how knowledge of existing and anticipated environmental hazard is communicated in public forums, the often unexamined cultural and ideological commitments embedded in talk about the environment, and the ways that ignorance and uncertainty (lack of knowledge, secrecy, disinformation) can be manipulated, even manufactured to shape public opinion and set policy agendas. Students research and analyse case studies and/or develop their own environmental communication projects across a range of local and international environmental issues. Framing the different topics explored in this subject is the concept of the 'Anthropocene' which has become increasingly influential in both the human and natural sciences. This is the notion that we as a species have initiated a new geological epoch: primarily through the combustion of hydrocarbon fuels, humankind has drastically altered the future geology, ecology, evolution and climate of the Earth.

This subject provides an introduction to the core concepts and debates in the interdisciplinary field of intercultural communication. It is designed to help prepare students for the interpersonal and dynamic nature of working in increasingly globalized workplaces and intercultural environments. Using a problem-based approach, students learn to critically examine numerous frameworks and theories to interpret intercultural encounters in praxis-based scenarios. The applicability of specific strategies and approaches in intercultural communication are also examined for their relevance to industry, communities, and in society more broadly.

In this subject, students develop knowledge and practice in multimodal storytelling for strategic communication campaigns. Students are introduced to the concept of strategic writing – functional writing undertaken with the intent to persuade important stakeholders. Students explore and experiment with a range of written and visual genres and styles for contemporary practice, including long and short form advertisements, news releases, feature/profile articles, electronic direct mail, advertorials, and digital/social media (creating persuasive, strategic multimodal stories for platforms such as Facebook, Instagram Twitter and Linkedin). They examine the requirements of the different genres and styles for multimodal storytelling along with the theories of rhetoric, narrative, persuasion, semiotics and social media, as applicable in strategic communication.

This subject equips students with a useful skillset for communication practitioners across the fields of public relations, advertising, and marketing. Students acquire knowledge and practical skills in research, planning, evaluating, and preparing logistics for designing strategic communication campaigns. They learn to assess and develop a campaign strategy for their selected organisation by identifying issues, stakeholders, and strategic options for communication and relationship management. Students develop their expertise in designing, writing, and managing innovative, multimedia campaigns to address their client’s communication problems and opportunities. Students develop communication products to support the proposed communication plan.

In this subject, students explore the landscape for professional strategic communication. They develop their understandings of the roles and major areas of communication practice in the public sphere. Students learn how strategic communication, public relations and advertising are conceptualised and practised in organisations from different sectors such as not-for-profit, commercial, and government. They consider issues of ethics and professionalism, listening and persuasion, and learn approaches to understanding publics, their motivations, cultures and communication preferences. They assess influence and representation in the construction of news and meaning in the public sphere and consider the consequences for society. Special attention is given to engaging responsibly with and for Indigenous Australian communities.

This subject guides students as they examine communication and cultural practices in the construction of audiences on digital platforms. Students are introduced to key media concepts used to research and understand digital audiences. They engage with and discuss key theories and concepts relating to digital audiences and gain knowledge of the history of audience studies. Students work individually and in groups to research and learn about the social, historical, cultural, and economic aspects of digital sociality, and how digital and social media have impacted the ways we understand and work with audiences in a contemporary media landscape. They develop skills in essay writing, digital presentation, and collaborative work, and present the results of their investigations through both group-based and independent research.

The existence of humans on earth has arguably been made possible through the evolution of a vast diversity of biota – to which we are inextricably linked, both directly and indirectly. Earth's biodiversity is not only extraordinary and fascinating but also fundamental to our ongoing survival. An understanding of the biological complexity of life is an important component underpinning a career in science, irrespective of the chosen scientific profession.

This subject investigates the question: what does it take for life to exist in the range of habitats across the globe? There is considerable variation among living organisms, including humans, in their biology and how they interact with their environment. This subject explores the problems faced by organisms living in different habitats and demonstrates the strategies of plants, animals, fungi, protists, bacteria and archaea that have evolved to cope with the vast array of habitats on earth. The order in which these biota are treated is reflected in the order of the evolution of life, i.e. movement from water to land (and in some cases back again). All major taxa are discussed comparatively to better demonstrate the diversity of evolutionary strategies that have evolved in response to environmental conditions. The subject concludes with considerations of the sustainable use of animals, plants, fungi and bacteria as resources for humans.

Human use of the Earth's natural environment has an undeniable impact on ecosystems and biodiversity, and shapes society through its effects on incomes and livelihood, human health, global climate, and recreation and culture. Environmental protection and management practices apply scientific principles to plan for, and mitigate the effects of, human activity on the environment to ensure provision of ecosystem goods and services into the future.

This subject applies the student's knowledge of ecological science to a range of challenging topics, focusing on human use of the environment. The student reviews challenging environmental issues, is introduced to approaches in environmental protection and management, investigates the role and contribution of science to environmental decision making, and explores the development of solutions to environmental issues. The subject is taught by lectures, seminars and workshops, developed especially to prepare those wishing to enter environmental science as a profession with essential skill development opportunities. The lectures and workshops are highly interactive, using discussion groups, groupwork, writing tasks and peer-to-peer presentations to explore topics. Seminars feature industry and academic experts in the field of environmental management who speak on a range of contemporary environmental issues.

This is an environmental science subject focused on the practice and philosophies behind responsibly remediating degraded landscapes across the world. It builds on prior understanding of ecosystem processes and explores the complexities of environmental degradation across terrestrial and marine systems using real-world case studies underpinned by current research findings. Students engage in hands-on laboratory and field practicals, contribute to critical discussion-style lectures, conduct an independent research project of their own design and participate in online learning. They draw links between anthropogenic processes and their impacts on natural environments, conduct local-scale professional site assessments and write professional reports providing potential research-grounded solutions to environmental degradation. The professional skills developed in the practical, written and online aspects of the subject are applicable to a diverse range of careers, both within and beyond the focus of environmental remediation science.

Australia is directly responsible for more than 16 million square kilometres of ocean, which contributes in excess of $50 billion to our economy each year. Sustainable management of our coastal and oceanic resources can only come through understanding of the ecology of these systems. In this subject students develop an understanding of the processes that structure marine communities. Problem-based learning techniques are used to elucidate interactions between the animals and plants in marine communities. Special attention is paid to local rocky reef, soft-sediment and pelagic (open water) communities. This subject integrates lectures, collaborative learning, group discussions and fieldwork, complementing other subjects which focus on fish, coral reef ecosystems, marine primary producers and marine geosciences. Experimental work is conducted in the field during a three-day excursion to Pearl Beach. Due to this excursion, numbers are limited and preference is given to second-year marine biology students. Extra fee involved.

Australia is the driest inhabited continent on earth and our limited surface water is critical for biodiversity as well as freshwater for direct human consumption for irrigation, potable water, industry and a range of other ecosystems services that derive from healthy freshwater systems. In order to ensure biodiversity protection and that the impacts of human disturbances are understood, it is necessary to be able to assess the health of streams and lakes. This subject covers the biological characteristics of Australian streams and lakes, methods of measuring their health via biomonitoring and water quality measurements, and the ecological management of streams and lakes. An appreciation of these factors allows students to contribute to the ongoing debates about direct human consumption of freshwater versus 'environmental flows', the regulation of water by dams and other engineering works, and the impact of environmental contaminants on freshwater systems. This subject is targeted at those seeking a career as professional freshwater ecologists in government, environmental consultancy, companies and universities. A two-day field excursion is a core component of this subject. Additional fee required.

This subject teaches students how to design, develop and evaluate software systems to meet predefined quality characteristics of functionality (suitability) and usability (understandability, learnability, operability, compliance). Software solutions are implemented using Java. Concepts, theories and technologies underlying the methods and techniques are introduced and explained as required. Students apply all that they have learned to develop and implement the architecture of a business system.

This subject introduces information system concepts and describes how these concepts can be used to model business requirements. It outlines how the ability to capture information about the system in ways understood by its eventual users improves the final quality of the system. An overview of agile and non-agile software engineering principles, methods, tools and techniques is presented and practised in small teams. The subject introduces various analysis approaches found in contemporary system development including object-oriented methods, agile methods, business process modelling and entity-relationship modelling. It explores the relationships between these techniques and their application, and how they are used to capture and model the business requirements. Students apply various requirements elicitation, analysis, modelling and specification techniques to case studies in small teams.

This subject gives students a thorough understanding of the fundamental concepts of circuit analysis, with the focus being on analysis techniques in the frequency domain. Students embark on theoretical and computer-aided design of circuits, and construct and experimentally verify circuit behaviour using appropriate laboratory equipment. On entry to this subject, students are assumed to have knowledge of basic devices, such as resistors, capacitors, inductors and operational amplifiers, as well as basic circuit analysis skills, such as mesh and nodal analysis, Thevenin's and Norton's theorems, source transformation and superposition. Using this understanding as a starting point, the subject introduces the basic theoretical models that underpin signals and system analysis. Topics covered include: sinusoidal steady-state analysis using phasor transformation; derivation of ordinary differential equations to model circuits and solution of those equations using Laplace transformation; power in single and three-phase AC circuits; transfer (network) functions, poles and zeros, s-plane analysis and Bode plots; first- and second-order systems; time and frequency domain solutions; response to step, impulse and periodic inputs; response to an arbitrary input using convolution; frequency selective circuits; Fourier series; and two-port circuits. Students use analytic modelling, aided by circuit simulation and symbolic software such as MATLAB, to investigate and design real-world circuits. Comparison of experimental results and model predictions is emphasised in the laboratory sessions.

The objectives of this subject are to consolidate fundamental knowledge of electric and magnetic fields; electric and magnetic circuits; how electric, magnetic and electromagnetic energy are interchanged; to model an electromechanical automation system using DC and AC motors and simulate its performance in open-loop and closed-loop control. Students also acquire skills in working with machines and equipment at normal mains supply voltage, in power instrumentation and control, PLCs and in experimental design and recording. Technical and theoretical content is expected to be acquired by students to the levels of 'know' (essential), 'familiar' (can solve problems if required) and 'aware' (have read/seen). Laboratory skills, ranging from electrical safety, measurements, design validation and experimental verification are an important focus of this subject.

Data engineers use C programming language to collect, process and store data. This is an introductory subject to high-level procedural programming using C programming language. Students learn basic programming concepts such as conditional statements, iteration, functions, arrays, file processing, data structures and memory management using pointers. The subject also introduces how to compile C source code using the GNU toolchain, link binary object files and run executable files. As a data engineer would, students go through the complete development cycle, incorporating analysis of complex problems, programming solution design, implementation in C, debugging and testing.

The Internet of Things (IoT) is a distributed system, in which autonomous devices, sometimes called motes, collect environmental data (such as location, speed, temperature, humidity and sound level) or, more recently, medical data (such as heart rate, blood oxygen level and pulse rate). The data is collected across the network, aggregated and fed into business applications. Sensor and actuator networks, telemetry, data processing, distributed data bases, machine vision, AI and analytics are enablers for various applications, including environmental monitoring and control, agricultural monitoring and control, medical monitoring, habitat monitoring and military surveillance. In this subject, students learn the theory, the concepts and the practice of the new paradigm. By designing and developing a medium-complexity, IoT-based application, students learn new skills, learn the benefits of the technology and explore new models of service deployment and data delivery.

The subject introduces the student to the profession of engineering and develops the following themes which are fundamental to any engineering discipline: identifying problems in society, proposing solutions, and implementing them; understanding that engineering occurs in a context, has real impact, and has the capacity to shape the world in which we live; engineering relies on science, and there is a body of fundamental knowledge which must be developed to gain technical proficiency in the field; electrical and electronic engineering underpins much of the modern world. A real-world problem and its solution (an electronic artefact) will be a central part of the subject, and form a framework around which many technical and non-technical aspects of engineering can be illustrated. In terms of knowledge, basic electrical concepts such as voltage, current, resistance and power are introduced; simple circuit analysis techniques for DC and AC circuits are studied; electric and magnetic fields are used to introduce the capacitor and inductor; and computer-based systems and sensors are shown as applications of this basic knowledge. Particular emphasis will be placed on the practical, hands-on aspects of electronics. Laboratory work will include circuit construction, testing and troubleshooting, as well as the use of test instruments such as multimeters and oscilloscopes.

This subject develops the student's technical knowledge of the design, implementation and testing of software modules and application frameworks for embedded systems. Students develop their ability to interpret and evaluate a set of software specifications and work in small groups to write software modules and applications for an embedded system. Students are introduced to abstracting hardware functionality into software modules and researching and implementing software data structures. Students develop their ability to test and modify their software to ensure compliance with the application specifications and be introduced to reviewing and evaluating their own and others software. The technical content is contextualised in a project in which students analyse the requirements of an embedded system and design the software to meet those requirements. Skills in debugging software are also developed through the practice-based nature of the subject.

The subject introduces the basic methods used in the analysis and design of electric power networks. Its purpose is to give students a working knowledge of modern power system theory and practice. Techniques introduced in earlier circuit analysis subjects are further developed and applied to power system problems.

This subject presents the theoretical basis for system analysis and gives students skills in using the techniques to design components of real control/communication systems. The derivation of models from real-world devices through measurement and the comparison of model predictions with experimental results is emphasised in the laboratory component of the course. A group project that requires the design and implementation of part of a control/communication system allows students to apply their knowledge to a real-life problem. Topics include signal types and their representation in the time and frequency domains; modelling systems with differential or difference equations and transforms of the equations; signal operations and processing; the relationship between discrete and continuous quantities and the mathematical techniques applicable to each; the effects of feedback; time and frequency domain performance of systems; system stability; and control design techniques and simple communication systems. Through learning activities students also gain study skills, including academic literacy skills, and an appreciation of the different fields of practice of engineering and the interdisciplinary nature of engineering. Class time is used for lectures, tutorials, laboratories and project work. There are a number of formal laboratory sessions that apply control and communication theory, which also familiarise students with the laboratory equipment. The subject culminates in the design and implementation of a control system and communication system for a remote-controlled robot.

In this subject, students develop an understanding of finance and economics as they apply to engineering projects. Students increase their ability to accurately cost and manage simple engineering projects by applying the economic and financial techniques, such as cash flow, valuation and costing. Students also develop competence in financial language in the engineering domain by analysing financial reports and assessing the impacts of engineering projects on the financial performance of a business.

Engineers are often asked to realise goals in short time frames which usually have complex components and interdependencies. The success of such a goal is often measured by achieving it on time, what it cost to produce and whether its specifications are met. These goals can also be prerequisites to other larger corporate goals which may also have complex and integral interdependencies together with strict time frames and costs. For engineers to be successful in delivering their parts of projects, an appropriate solution is required (ie agreed quality) as well as delivery (ie on time) to an agreed price (ie to budget). This subject helps students to achieve this. The subject adopts a holistic view of project management, considering issues throughout a project life cycle. It considers the project responsibilities of engineering managers and organisations, from the definition phase of a project to its conclusion. The perspective of stakeholders, particularly the project manager, are considered. The emphasis is interdisciplinary and relevant to all fields of engineering practice. Topics include: modern project management practices; project delivery; definition, timing, costing and planning; managing risk and scheduling resources; teams and inter-organisational relationships; progress and performance; and project measurement and evaluation. This compulsory core engineering subject involves relevant, practice-oriented assessment tasks.

Biomedical engineering is the application of the principles and problem-solving techniques of engineering to biology and medicine. This is evident throughout healthcare, from diagnosis and analysis to treatment and recovery, and has entered the public conscience though the proliferation of implantable medical devices, such as pacemakers and artificial hips, to more futuristic technologies such as stem cell engineering and the 3-D printing of biological organs. This subject covers fundamental mathematical and engineering concepts that underpin various branches of biomedical engineering such as biomechanics, tissue engineering, molecular transport, imaging, bioelectromagnetics, biomedical signals and systems. In addition, this subject also focuses on computational modelling for the design of biomedical devices, processes and systems.

This subject teaches fundamental chemical, physical and biological principles which can be used to analyse data and formulate design solutions to environmental problems particularly related to water and air quality. The subject covers fluid flow in reactors, kinetics, material balances, nutrient cycles, transformation processes, and water and air resources and pollution. The way this knowledge is utilised by engineers for water and air quality engineering is examined.

This foundation subject introduces students to epidemiology and its application in public health. The subject involves the study of factors affecting health and illness from a population rather than individual perspective. It further develops concepts introduced in 92574 Introduction to Public Health. Epidemiology underpins much of public health. It provides a framework of methods from which information can be reviewed to help identify and address public health problems. Students explore fundamental aspects of epidemiology, including:

foundation concepts: surveillance, measurements of health and disease, concepts of health and disease
study designs and their use: how epidemiological data can be used to plan and develop interventions to prevent disease (e.g. infection outbreak) and promote health
the social determinants of health and the importantce of epidemiology in understanding these.
This subject provides an excellent foundation in epidemiology and public health for those intending to work or who are currently working with health data, in health services and in health policy settings.

This subject explores the conceptual and practical frameworks that underpin the production of narrative (fictional) drama for the screen. Students develop a working understanding of mise-en-scene, key crew roles, and the techniques and protocols required for effective collaboration on a drama production set. Students are introduced to essential concepts and processes underpinning the way fictional stories are produced to industry-standards. They extend their hands-on production skills through crew-based exercises that deepen their understanding of the ways each department on a drama production contributes to bringing fictional screen works to life.

This subject focuses on key developments in global cinema with an emphasis on films that challenge students to think critically and creatively about the world in which they live. Through an engagement with films from a range of national and cultural contexts, students develop a critical vocabulary for thinking about the role that cinema can play in cultivating an ethically minded mode of engagement via which the status quo is called into question. Drawing on recent debates in screen studies, students reflect on the role that innovations in film form can play in prompting audiences to consider how and with what effects the world could be transformed for the better.

In this subject students undertake a rigorous and detailed analysis of the notions of sex, gender and sexuality in a wide variety of cultural and social contexts. Students examine in depth how social and political institutions function to regulate sex, gender and sexuality, how gender analysis helps us understand contemporary social and political issues, and how gender and sexual identities are embodied and performed in everyday life.

This subject introduces students to contemporary China, and its historical, political, cultural, social and economic dimensions in a local, national, continental and global context. The subject provides students with critical skills to identify major contemporary issues that shape the present-day society of the country, introducing theoretical and methodological frameworks for students to engage in intercultural research. A combination of lecture-based, independent and collaborative learning allows student to develop critical problem-solving and research-led analytical skills specific to China studies, in particular with regard to cultural diversity, sociocultural change and with attention to ethical best practice. Students develop critical thinking and written/oral communication skills relevant to the multidisciplinary nature of the subject.

The subject provides students with critical skills that allow them to identify major contemporary issues that shape present-day French society. Students gain insights into France's long-term and more recent history and the notion of French identity within and beyond France itself. Topics include: the aftermath of the Second World War; the concept and practice of the French Republic; France's 'revolutionary' aspect; France in the world; and issues relating to contemporary French culture and society. Students develop critical thinking skills relevant to the multidisciplinary nature of the subject and are introduced to theoretical and methodological frameworks for intercultural research.

This subject, which combines lecture-based, independent and collaborative learning, is designed to provide students with a basic understanding of contemporary German history, politics, society and culture in national, continental and global contexts. Students develop critical thinking skills relevant to the multidisciplinary nature of the subject. The subject also provides students with skills to identify major contemporary issues that shape present-day German society, and introduces theoretical and methodological frameworks for students to engage in intercultural research. Students are encouraged to develop critical problem-solving and research-led analytical skills. These frameworks and skills are crucial to the In-country Studies subjects, for which this subject is a prerequisite. In weeks 1 to 3 students follow an umbrella program shared by all contemporary European society subjects, which introduces them to general issues relating to contemporary Europe: definitions of Europe, internal divisions within Europe, and the impact of migration. From week 4 onwards, they pursue a separate program, focusing on contemporary Germany. Insights are gained into German history, politics and culture since the Second World War, including East and West Germany and the post-unification period. Topics cover the contested nature of German identity and memory of Germany's past, social movements and terrorism, economic development, immigration and Germany's international role, as well as German popular culture.

"This subject introduces students to contemporary Italy, and its historical, political, cultural, social and economic dimensions in a local, national, continental and global context.

The subject provides students with critical skills to identify major contemporary issues that shape the present day society of the country, introducing theoretical and methodological frameworks for students to engage in intercultural research. A combination of lecture-based, independent and collaborative learning allows student to develop critical problem-solving and research-led analytical skills specific to Italy studies, in particular with regard to cultural diversity, sociocultural change and with attention to ethical best practice. Students develop critical thinking and written/oral communication skills relevant to the multidisciplinary nature of the subject.

In weeks 1 to 3, students follow an umbrella program shared by all contemporary European society subjects. This introduces them to general issues relating to contemporary Europe: definitions of Europe, the drive to unification, internal divisions within Europe and the impact of migration.

From week 4, students in this subject pursue a separate program, focusing on contemporary Italy. The subject provides students with critical skills that allow them to identify major contemporary issues that shape present-day Italian society. Insights are gained into Italy's history since unification (in 1861), and the contested notion of Italian identity within and beyond Italy. Topics cover national identity, myth and memory, culture, society and contemporary politics."

This subject introduces students to contemporary Japan, and its historical, political, cultural, social and economic dimensions in a local, national and global context.

The subject provides students with critical skills to identify major contemporary issues that shape the present day society of the country, introducing theoretical and methodological frameworks for students to engage in intercultural research. A combination of lecture-based, independent and collaborative learning allows student to develop critical problem-solving and research-led analytical skills specific to Japan studies, in particular with regard to cultural diversity, sociocultural change and with attention to ethical best practice. Students develop critical thinking and written/oral communication skills relevant to the multidisciplinary nature of the subject.

In weeks 1 to 3, students follow the general issues and background discussion on contemporary Japan. From week 4, students pursue topics that cover the contested notion of Japanese identity within and beyond Japan, contemporary politics, religion, working life, and the issues related to an aging society.

This subject introduces students to contemporary Spain and its historical, political, cultural, social and economic dimensions in a local, national, continental and global context.

The subject provides students with critical skills to identify major contemporary issues that shape the present day society of the country, introducing theoretical and methodological frameworks for students to engage in intercultural research. A combination of lecture-based, independent and collaborative learning allows student to develop critical problem-solving and research-led analytical skills specific to Spanish studies, in particular with regard to cultural diversity, sociocultural change and with attention to ethical best practice. Students develop critical thinking and written/oral communication skills relevant to the multidisciplinary nature of the subject.

In weeks 1 and 3, students follow an umbrella program shared by all contemporary European society subjects. This introduces them to general issues relating to contemporary Europe: definitions of Europe, the drive to unification, internal divisions within Europe and the impact of migration.

From week 4, students in this subject pursue a separate program, focusing on divergent and contradictory historical ways of conceptualising Spain, with attention paid to the legacies of waves of immigrant peoples and empires, and religions and ethnicities. The subject also pays close attention to the modern history of Spain, from the Second Republic in the 1930s, through the Civil War and Franco dictatorship, to the restoration of democracy in the 1980s and sociopolitical developments of recent decades. There is specific investigation of regional drives, concepts of 'Spanishness', gender and sexual politics, and changing political and cultural climates. The overarching question that students are encouraged to ask and answer is 'What is Spain?'

This subject introduces students to key issues in global sexual, reproductive, maternal and child health and extends their skills in applying rights-based approaches to health inequities. Students develop an understanding of the life-cycle approach and investigate determinants of sexual and reproductive health at each life stage. In addition, students consider the particular issues and challenges faced by priority populations in attaining sexual, reproductive, maternal and child health and wellbeing. Addressing sexual and reproductive health and rights remains controversial and yet is crucial for improving health, ensuring wellbeing, attaining universal health coverage and achieving equitable development. Students explore these ongoing contentions and challenges to improving sexual, reproductive, maternal and child health with a view to critiquing existing strategies, promoting social justice and advocating for evidence-based approaches to these complex health issues.

This subject provides an introduction to the principles and practice of health promotion. Students examine the characteristics of successful local, state/territory and national health promotion programs and policy that have made a difference to health behaviour at the individual and population level. Students also investigate how health professionals work to deliver health promotion and principles for culturally competent practice with Indigenous Australians. Hands-on tasks enhance students' understanding of health promotion ideas and advocacy strategies that aim to influence the social and political structures in order to promote and sustain justice and equality.

Cyber security is a major issue for enterprises, with breaches of security possibly being punished by legal sanctions, financial loss, or loss of customer confidence. This subject consolidates the student's understanding of cyber security by considering security principles from both a people management and a technical perspective, exploring security technologies commonly used in industry. Topics include cyber attacks and defenses, web security, firewalls, intrusion detection systems along with security services such as confidentiality, integrity, authentication (CIA) and technologies such as IPSec, SSL, PGP and S/MIME. Students doing this subject are well placed to contribute to the cyber security solution of a modern organisation using industry-based tools and solutions.

This subject addresses literacies that are not only crucial for everyday life and our full participation as citizens, but also required by every contemporary industry and workplace. Practical, critical and theoretical aspects of contemporary media use are explored and integrated. Students gain foundational digital media skills involving digital publishing and digital image production and compositing. They explore the shift in our understandings of being and knowing that both enabled and were enhanced by the development of digital technologies, and which provide the context for our use of them. Students also gain knowledge of the ethical responsibilities of using these media and learn to critically reflect on their own production of multimodal and participatory communication.

This subject teaches students current industry practices to design, develop and evaluate software architecture meeting predefined quality characteristics of functionality (suitability, security), usability (operability), efficiency (time behaviour, resource utilisation) and maintainability (changeability, testability). Concepts, theories and technologies underlying the methods and techniques are introduced and explained as required. Students apply the industry practices that they have learned to develop an architecture of a business system.

This subject introduces students to key research specific to the practice and study of journalism in the contemporary era. By focusing on the theoretical frameworks that illuminate journalism practice and industries, the subject develops students’ academic capacity, helps drive distinctive journalism, and informs critiques of journalism. Students critically reflect on professional practice and examine evolving, innovative news frames and patterns of coverage in Australia and globally. Students learn to use journalism research to break news, find diverse talent, drive innovative in-depth journalism and contextualise current affairs. Digital journalism research empowers students to take a wider perspective on local, elite, and global digital journalism, revealing new pathways of investigation in research and journalism practice.

This subject introduces students to a suite of digital tools for research and practice in investigative journalism, and methods for analysing, verifying and visualising data for journalistic purposes. Students explore the capabilities and limitations of competing investigative methodologies, and the role of public interest investigative journalism. They develop investigative open-source research skills, the capacity to critically assess and verify information and practice techniques used in data investigations. Students are introduced to investigative cross-border collaborations such as The Panama Papers, the Implant Files and Football Leaks to understand how journalists collaborate on large datasets, manage data leaks, use open-source information and report transnational issues. By the end of the session, students have the skills to produce innovative, collaborative, multimedia reporting that incorporates data visualisations, audio, text, stills and video.

This subject focuses on equipping students with the formative news skills required for the practice of journalism, and training students to start thinking like a journalist and journalist-entrepreneur. Students learn to identify what constitutes news and why. They consider and practice verification strategies, social media news generation and distribution, truth and accuracy, and digital literacy. In a continuously changing media environment, students learn to report news across platforms and innovations in digital news media. Assessments include reporting from a news conference and producing a multiplatform research project from pitch to production. The subject provides students with opportunities to develop their critical understanding of the key issues currently facing journalism.

This subject brings together a range of contemporary disciplines within audio journalism to develop students’ skills in sound communication. Core theories and approaches from sound production are combined with contemporary discourses from podcasting to familiarise students with the genres of audio journalism used in multimedia newsrooms and by audio broadcasters. Exploring a variety of case studies in journalism podcasting, students are introduced to narrative techniques in the audio genre and the principles of sound design as a journalistic tool. With an emphasis on quality communication, this subject explores the modes and practices of sound reporting and further develops students’ skills in audio interviewing.

Differential equations arise in contexts as diverse as the analysis and pricing of financial options, and the design of novel materials for telecommunications. In this subject students develop familiarity with the theory of differential equations, applications of this theory and some of the main computational techniques used in the solution of differential equations. Topics include existence and uniqueness of solutions; method of Frobenius; variation of parameters; the Taylor and Runge-Kutta methods for initial value problems; Fourier series; solving partial differential equations and boundary value problems by separation of variables, transform methods and finite difference methods.

When modelling real-world problems we need to deal with uncertainty, and probability provides an effective way to quantify and model uncertainty. This subject introduces concepts in probability such as dependent and independent events as well as conditional probability. The idea of modelling random events with distributions is introduced, including probability calculation, expectation, variance, generating functions, and order statistics for independent events. The subject concludes by considering discrete Markov chains.

This subject gives an introduction to the theories of vector calculus and partial differential equations, with an emphasis on applications from Electromagnetic Theory and Quantum Mechanics. Topics covered include vector field theory, integration of vector fields over lines and surfaces, vector calculus identities, the Laplacian operator, the operator calculus, Fourier series, Sturm-Liouville theory, Green's functions, the finite element method.

In this subject, students learn about the theories informing digital activism strategies and engage with real world case studies focusing on digital campaigns in the global context. They explore how cultural specificities and digital technologies inform meanings and outcomes in digital activist campaigns and apply this knowledge through the analysis and design of their own digital campaign. Students present their knowledge through use of data analytics, written and visual outputs and engage with professional mentors, guest lecturers and peers to evaluate the role of digital technologies in shaping contemporary social movements.

This subject responds to the digital media industry's growing emphasis and reliance on data and metrics to better segment, target and understand audiences. In this subject, students learn foundational social media metrics and digital methods and their uses, while appreciating the ethical and equity issues resulting from measuring, analysing and using digital traces, particularly in response to Indigenous data. Students develop skills in data collection, analysis and reporting using technical reports, presentations and data visualisations to communicate their ideas.

This subject explores alternative modes of media arts development and creation, focusing on the experimental. Students acquire a conceptual and practical experience of experimental forms, approaches and styles whilst developing their hands-on skills in various time-based media. Students explore ideas around temporality, structure, composition, movement, spatiality, interaction and poetics. They are encouraged to innovate in their production work as they combine their technical, critical and creative skills. Students explore these ideas by designing their own media experiments that reflect and respond to current media practice.

This subject consolidates students’ understanding of how new technologies interact with existing social, economic and political contexts. It aims to equip them with practical skills around designing and promoting new technology using current production practices such as Agile Methodology and Human-Centred Design within an environment that simulates the contemporary workplace. Students design and prototype solutions to a problem-based scenario. They gain experience working in teams, producing professional presentations and materials, advocating design solutions, documentation and building a business case.

This subject develops students’ skill sets in media arts in screen development, production and post-production. Students elect to specialise in a single discipline chosen from a suite of modules which may include producing, directing, screenwriting, cinematography, production design and post-production, Students acquire high-level specialist skill sets in an environment in which they can immediately translate their new knowledge into practice. Students create short media arts prototypes which provide a foundation for subsequent subjects in the major and set up future career pathways, all whilst gaining insight into standard industry forms and practices, alongside new and emerging models.

Media influence shapes individual, social and work environments raising questions about who or what wields this influence. In this subject, students consider content creators/co-creators, owners of media organisations and platforms, algorithms, and government and influencer roles. Students explore the place of media influence in enacting citizenship, investigating fake news and conspiracy theories, fact-checking and source credibility, new voices and media entrepreneurs. Working in teams, students apply media studies concepts to current debates over privacy, trolling, cyber-dating, cyber activism, misinformation, participation, ownership and diversity. They investigate key aspects of media users, publics, fans, entrepreneurs, and creatives and explore their practice and professionalism. Analyses of media production, distribution or consumption reveal patterns and trends in the distribution of discursive influence and shed light on how these are manifested in economic, social and business contexts. Students strengthen their practical media research skills to inform their professional communication practice.

This subject develops skills in accessing and appraising research evidence upon which to base nursing practice. This subject builds on students' understandings of the utility of published practice guidelines. Focus is on selection and appraisal of published research studies and applying the evidence to selected clinical situations. Quantitative and qualitative research are introduced and their values in answering different types of clinical questions discussed. Popular health claims are evaluated as a method of understanding how the indicators of clinical effectiveness are used. The appraisal of systematic reviews and clinical practice guidelines is also introduced.

This subject examines the role of nutrition in maintaining a healthy lifestyle and optimising exercise and sports performance. It focuses on dietary guidelines for health, assessment of nutrition practices, nutrition practices for the optimisation of exercise and sports performance, the identification of inappropriate dietary habits and prevalent contemporary issues in nutrition. Students are challenged to integrate knowledge from health and sport contexts, with a view to developing a range of solutions to nutritional issues faced by today's society.

This subject is a foundation for later-stage subjects. In this subject students learn about: electrostatics, circuits, magnetism, electromagnetism and induction, waves, physical optics, introductory atomic physics and quantum theory. Research linked to each of the topic areas, and which is happening within the School of Mathematics and Physical Sciences at UTS, is integrated into this subject.

This subject examines the physiological and biochemical responses and adaptations to exercise with emphasis on training adaptations, muscle metabolism, environmental influences and exercise training methodology. The subject focuses on developing a strong theoretical understanding, as well as developing proficiency in evaluating research on human physiological responses to exercise and training. The subject also develops students' ability to critique relevant research, apply knowledge and communicate evidence-based recommendations for practice in the sport and exercise sciences.

In this subject students gain excellent basic knowledge in physiology, putting them in good stead for biomedical-oriented subjects in subsequent years. Students learn anatomy (structure) and physiology (function) of the healthy human body. Lectures are complemented by a supportive practical program with a mix of on-campus hands-on activities as well as self-paced online resources. The subject content includes the anatomical organisation of the body and anatomical terms; the gross anatomy of the cardiovascular, endocrine, gastrointestinal, haematological, integumentary (skin), musculoskeletal, nervous, reproductive, respiratory, and urinary systems. Presentation, library research and report writing skills are also developed.

Immunology and Human Health is designed to advance your understanding of the Immune system and to apply this knowledge to basic immunological research of human diseases. The immune system is composed of numerous cells and molecules that act in concert to maintain health, to overcome infection, prevent tumour growth and repair damaged tissues. The study of the immune system provides us with a fascinating insight into the relationship between animals, and the organisms that infect them (bacteria, viruses, protozoans and fungi). This subject provides a greater understanding of the complexity of the immune system and its responses to stresses such as infection. It demonstrates how modulation, or activation, of the immune system can either help overcome infection or may lead to autoimmune disease. Understanding the immune system gives us the potential to develop therapies to control events such as infection or autoimmune conditions. This subject helps students expand their understanding of current concepts in immunology and the potential application of applied immunology in medicine, research and industry.

Plants are the cornerstone of energy capture and transformation of all ecosystems. The productivity of plants and their influence on water, carbon, nutrient and energy cycles is central to the functioning of landscapes. Development of an understanding of the physiology and ecophysiology of plants allows students to contribute to ongoing debates about overcoming the impacts of climate change, global food insecurity and the rise of water scarcity as a socio-political issue.

This subject introduces the key concepts, processes and techniques required to understand the basics of the physiology of plants and the interaction of the abiotic environment with plants in the field (ecophysiology). It is taught using a combination of lectures, lecture-based question and answer sessions, practical lab work, and group project work. Topics covered include a selection from the following: how plants fix carbon; long-distance transport in the phloem; uptake, movement and control of water fluxes in the soil-plant-atmosphere continuum; landscape carbon and water budgets; behaviour and physiology of stomata; ion uptake by plant roots; comparative ecophysiology of plants in contrasting environments; the ecophysiology of global forest mortality in response to drought; and the physiology of plants exposed to stress.

This subject explores the role of the citizen communicator by examining the institutions which structure our social world, and the social arenas in which civic participation occurs. Students are introduced to political, legal, economic and media institutions and concepts in national and, to a lesser extent, global contexts. There is a particular emphasis on the skills of academic literacy, reflective practice, and research skills. Assessment ranges from traditional essay forms to weekly critical responses to the set readings.

Health promotion provides the process for increasing awareness of factors that impact on health and health enhancement strategies. It considers the aetiology of lifestyle-related diseases, health behaviour models and theories, sociocultural and psychological health correlates and determinants and health policy, with a focus on physical activity. Individual, community, and population level interventions are assessed, planned and evaluated to promote health and physical activity across the lifespan (e.g., youth, older adults), amongst different populations (e.g. Aboriginal and culturally linguistically diverse) and in a variety of settings (e.g. school-based, workplace, community). To reach a state of complete physical, mental and social wellbeing, an individual or group needs to identify and realise aspirations, satisfy needs and change or cope with the environment. Health is thus viewed in this subject as a valuable resource for life and livelihood. Health promotion is considered not just the responsibility of the health sector, but as reaching beyond healthy lifestyles to optimise wellbeing for all.

The correct use and interpretation of data is important for planning and decision making in public health and the health system. Students undertaking this subject establish the knowledge and skills required to analyse and interpret health data, and to critically evaluate the results of epidemiological studies. This subject covers the most common statistical concepts and tests used in health science including descriptive and inferential statistics. Learning in the subject focuses on the interpretation of output and the appropriate use of methods of analysis rather than computing or programming skills. On completion of this subject, students are able to select the appropriate statistical analyses taking research questions and study designs into account.

This subject explores the histories, complexities and contradictions of popular culture, with a particular focus on the 20th and 21st centuries. In this subject, students critically interrogate various forms of popular culture and reflect on their own participation, identity formation and fandom with respect to popular cultural artefacts. The subject addresses a number of key popular cultural topics facing individuals and communities, including climate change, race, (dis)ability, and the invasion of digital technologies into everyday life. Students explore diverse meanings and forms of popular culture, identifying how they position individuals, groups and communities and the political and ethical consequences of these positionings, as well as how they articulate the values and beliefs of the society and individuals that produce and use them.

This first-year subject provides a critical introduction to the analysis of sport as a social activity, together with the drivers that make sport a major cultural activity. It examines power relations and inequalities in sport, thereby interrogating the assumption that sport is inherently egalitarian and inclusive. The subject examines historical influences on contemporary sport, the role of ideology and policy, the importance of ethics and integrity, the politics of participation, as well as the power of science and technology in high performance sport.

The organisation of Australian sport has become more professional and complex since the late 20th century. The number of stakeholders involved in the delivery of sport, whether at the high performance or community level, has grown significantly. This subject explores the role of sport organisations, governments and public agencies in terms of the development of sport across various sectors. It examines the decision making and policy priorities that underpin public funding for sport. It evaluates managerial responsibilities in respect of the governance of sport organisations and the integrity of conduct within the Australian sport industry.

This subject explores marketing concepts as they relate to the funding, promotion and the commercial development of sport. The subject explores sport marketing strategies, sport advertising, sport publicity, sport sponsorship and promotion across various levels of sport organisations.

The subject seeks to develop knowledge of sport marketplaces in a range of international contexts. It examines how global–local forces produce pressure for the adoption or adaptation of dominant modes of sport organisation. An underlying assumption is that awareness of global–local dynamics of economy, politics, culture and sport performance are necessary for advanced leadership of sport in dynamic international settings.