Recommended Study Sequence

Globalisation has become a key term in contemporary social science, and is much debated, in both popular and academic forums. The processes of globalisation appear to be creating not so much a single homogenous world culture, but rather, a world in which citizens participate in , and identify with, both global and local cultures. This unit traces the emergence of a global capitalism and through the use of case studies drawn from throughout the world, examines the links between global structures and local cultures. It aims to provide students with a broad understanding of global social science.

Social Research Methods is an interdisciplinary research unit which explores research methods appropriate to the understanding of broad, complex, interconnected social issues and processes. The understanding of research in the social sphere is based on the premise that research seeks to both understand and improve the material social conditions of peoples. Students are introduced to key methods, paradigms and techniques in social research. Skills in using multiple research methods in both generating and testing theory are developed and students are encouraged to assess critically both published research and research in progress. Research in the social world requires a socially responsible and ethical application of methods, as such, political and ethical issues in social research are central.

The unit reviews historical trends in the evolution of thoughts in the social sciences and introduces some key arguments of their critics. While addressing philosophical questions on the nature of knowledge, truth, science and psychoanalysis, this unit covers the birth and death of modern philosophies, and of the modern subject. All these topics, and others such as those on postmodernism and the risk society, equip the social science student with a strong philosophical and theoretical background to their discipline and with skills required for critical thinking.

This unit integrates theory, research and practice within the social sciences thus preparing students for employment in a variety of organisations. Through a modular structure students will further develop and consolidate their academic life and career competencies. Students will be encouraged to explore critically their understandings of the social sciences, the influence of the wider social context in organisations and social institutions and their philosophy of social science in action. Workshops, readings, and on-line discussions will establish a framework for students to explore critically institutional life and their role within it and will develop professional analytic skills to complement the emphasis of units within their major. Students may take the opportunity, in negotiation with the unit coordinator, to prepare for working within their disciplinary framework or in an area or field chosen by the student. Case studies will be used to enhance student learning.

Social action has played a significant role in shaping societal views around major issues. This unit looks at social action and its recent history as a force in representing the interests of different groups and communities in public debates and decision-making processes. The unit explores examples where social action has impacted on social structures and practices and shaped outcomes. The unit provides a history and analysis of social action as well as exploring the possibilities for social action within the current social/political framework of greater uncertainty and rapidly shifting conflicts and alliances. Finally, the unit offers the opportunity to explore the role of education as a tool for social action in current contexts.

This unit provides an overview of different sites, strategies and methods of community education, ranging from formal settings such as community colleges to informal settings of community action and community development. The different philosophies at work in these different sites will be examined, as will the roles and functions of community educators. The unit provides the opportunity for exploration of current practices of community education in local communities.

This unit provides the basis for developing critical and reflective practitioners within the field of adult and community education. The unit introduces students to the concepts of critical thinking and critical reflection, as well as tools for deconstructive and critical analysis of texts, theories and practices. This provides a basis for students’ studies in adult and community education. Through classroom discussion and practical exercises, students have the opportunity to develop skills and understanding in the recognition of interests and assumptions embodied in different perspectives in adult and community education and society more broadly. These skills underpin the development of critical and reflective thinking practices that can be applied across their studies and in current and future work and social contexts.

This unit aims to give students a critical awareness of current theories/practices in adult learning and teaching in relation to current issues and trends across the spectrum of adult and community education. It examines the social and historical contexts in which current issues and trends have arisen; and aims to provide students with opportunities to develop informed viewpoints and the skills to incorporate their understandings into their educational practices. Students will be required to critically analyse current issues and trends in adult and community education in relation to theories of adult teaching and learning.

Work-based learning values work activity as a site of learning and positions work as curriculum. The unit Work-based Project provides students with the opportunity to undertake a work-based project centred around productive activity, where the learner is positioned as a change activist in the context of the project. Work-based learning recognises that “work” may constitute paid or unpaid activity. For example, projects may include work experience, community action, career planning or paid employment.

This unit provides an overview of theoretical perspectives and debates about the concepts of community, community development and social justice. Students will explore the changing political and social contexts shaping community and community development; and discourses of community and practices of community development underpinned by a social justice perspective within this changing environment. The unit also offers students the opportunity to learn about community development through engagement in a community development project.

This unit focuses on community management in Australia and the social and economic factors that influence and frame community management practices. At the macro level, It examines the effects of neo-liberal (economic rationalist) reforms in the public and community sectors; and the rise of developments such as managerialism and ‘third way’ approaches, on community management practices. The unit also explores developments in management practices in response to social developments such as multiculturalism, recognition of diversity, equal employment opportunity and recognition of contextual and local issues. It further looks at community management work practices, including volunteerism, steering committees, management committees, and collectives. The unit provides the opportunity for students to examine competing interests that arise in community management, participative organisational development, and strategies for working within different management environments.

This unit aims to develop awareness and understanding of cultural differences and ways of working with cultural differences in educational settings. Students are introduced to theories of culture, identity and difference and have the opportunity to work through the application of these theories in different contexts, and in relation to different social and educational issues.

Social action has played a significant role in shaping societal views around major issues. This unit looks at social action and its recent history as a force in representing the interests of different groups and communities in public debates and decision-making processes. The unit explores examples where social action has impacted on social structures and practices and shaped outcomes. The unit provides a history and analysis of social action as well as exploring the possibilities for social action within the current social/political framework of greater uncertainty and rapidly shifting conflicts and alliances. Finally, the unit offers the opportunity to explore the role of education as a tool for social action in current contexts.

This unit provides an overview of different sites, strategies and methods of community education, ranging from formal settings such as community colleges to informal settings of community action and community development. The different philosophies at work in these different sites will be examined, as will the roles and functions of community educators. The unit provides the opportunity for exploration of current practices of community education in local communities.

This unit provides an overview of theoretical perspectives and debates about the concepts of community, community development and social justice. Students will explore the changing political and social contexts shaping community and community development; and discourses of community and practices of community development underpinned by a social justice perspective within this changing environment. The unit also offers students the opportunity to learn about community development through engagement in a community development project.

This unit aims to develop awareness and understanding of cultural differences and ways of working with cultural differences in educational settings. Students are introduced to theories of culture, identity and difference and have the opportunity to work through the application of these theories in different contexts, and in relation to different social and educational issues.

This unit provides the social context for the detailed study of criminological theories in Crime and Criminology. The definition of particular social problems as crimes, how crime is measured and explained and who are identified as criminals or victims is not straightforward. This unit challenges conventional criminology that accepts at face value that crime can be defined by criminal law or by a conceptual analysis of the harm done. The unit examines how police, courts and corrections influence processes of criminalisation and victimisation and the societal context in which this occurs.

The unit introduces students to the major theoretical approaches within criminology, from the eighteenth century criminology of the Enlightenment through nineteenth century criminological positivism to contemporary forms of critical criminological theory. It does this through a careful study of the work of particular thinkers associated with these traditions and the international body of scholarship in the field of criminology. Students will explore a range of issues and apply criminological theory and research in an integrated way while developing their skills at working in groups.

This unit is a critical introduction to the social practices surrounding death in modernity. Although primarily addressing social arrangements in the West, the unit examines the bio-politics of death in a wider cultural framework, with attention to geographies of power and economic influence in excess of East/West or North/South polarities. The unit traces the historical development of concepts of the individual; the impact on Western ideas around death of genocide and modern warfare; and assesses contemporary ethical and medical controversies as well as critical theories of risk. The unit attempts to demonstrate the relationship of death to: the construction of social institutions; ideas of community and the exercise of power.

This unit deals with the evolution of the figure of the detective and of the criminal; the development of an aesthetics of crime from the later 18th century on; and the dynamic nature of fiction, film and television genres of detection. Literatures of sensation, detective fictions, true crime writing and the non-fiction novel will all be examined to allow an in-depth analysis of the changing ethical and psychological character of the detective, and of his nemeses. The crime story in film, television and in other new media may also be addressed to facilitate an analysis of changing cultural contexts for the crime story.

The prevention of interpersonal relationship violence is complex. This unit will critically examine current approaches to prevention focused on the role of legal procedures in assisting survivors and perpetrators of relationship violence, primary prevention through anti-violence education and the preventative role of specialist victim services and other agencies. These issues will be considered in relation to the particular needs of a diversity of groups including women and men, culturally diverse groups, lesbians, gay men, young people and people with disabilities. It also explores prevention policy and practice responses to the issue and encourages students to develop further knowledge and skills in addressing this issue in a variety of professional contexts. Students will also be encouraged to analyse the barriers to developing non-violent relationships in communities and develop skills to challenge these barriers.

This unit offers a distinctive field of sociological and cross-disciplinary inquiry in peace and conflict studies. It builds on concepts in sociology, criminology and peace studies to develop critical insights as to the causes of conflicts, violence and war. It looks forward to ways of lessening destructive conflicts and building cultures of peace and sustainability, including matters of global governance and the United Nations. There is a strong emphasis on peace theory and non-violent practice. Students can explore in depth issues such as refugees, terrorism, war crimes, war propaganda, gendered and racist violence, non-violent social action, peace-building in post-conflict situations.

This unit considers the significance of anxiety, ‘fear of crime’, risk and insecurity in the late modern world. It uses sophisticated analytical tools to discuss both the supposed growth in ‘fear of crime’ and the emergence of an array of technologies aimed at the reduction of crime risks. It also critically examines just what ‘fear of crime’ might actually be and how newspapers, security products, and insurance can be sold to us using the hook of our own anxieties. It also examines the anxieties related to terrorism and threats to national security and sovereignty.

This unit seeks to develop theory, practice and critical skills in the planning, delivery and evaluation of a range of correctional programs for offenders in the criminal justice system in both prison and community settings. The subject will address three broad areas in this regard: historico-political-social perspectives on correctional programs; correctional programs within and outside of prisons; reform and evaluation of correctional programs.

The needs of victims of crime have been largely ignored by practitioners in the criminal justice system. It was not until the 1970s that victims of crime attracted any serious public attention. The victims of crime movement has largely been a loose association of groups and individuals with a particular interest in specific areas of crime. Political lobbying by victims’ groups has had a range of influences on government policies in crime prevention and the sentencing and treatment of offenders. Other social movements such as the women’s movement and the gay rights movement have highlighted particular issues for groups affected by particular crimes and have been instrumental in changing legislation and gaining government funding for services for groups of victims of specific crimes.

This unit explores strategies and skills used by criminal justice professionals working in justice, community and legal fields to effectively work with offenders and manage rehabilitation programs within the criminal justice system and community settings. Content in this unit addresses ethical work practices across a wide range of settings including: case management, community development, social policy, managing programs and people, and, individual and systemic advocacy. Students are encouraged to seek to develop inter-disciplinary competencies that are linked to working in both community and government settings as well as involving work with victims, offenders and communities.

People commit crimes for a variety of reasons. Some of these reasons may be to gratify the person committing the crime – such as financial benefit, sexual satisfaction or emotional thrills. Other reasons are more obscure and it may not be immediately obvious why the crime was committed since the offender appears to get little or no benefit from the act of committing the crime. Psychological knowledge can be useful in understanding some aspects of criminal behaviour. In this unit, the contribution of criminal psychology to the understanding, apprehension, treatment and rehabilitation of offenders will be introduced and critically reviewed. The relationships between personality, psychological disorder, environmental and situational factors and group influences on criminal behaviour will be explored.

This unit examines key contemporary crime and criminal justice issues in their global and domestic context. Utilising a range of theoretical approaches, students will increase their understanding of how politics, economics, media, popular culture, personal experience, policy and law contribute to the impact of crime on our daily lives. Students will have the opportunity to explore the ways in which a range of contemporary issues such as terrorism and anti-social behaviour emerge as key concerns for governments, or remain in the background. Students will explore how these concerns are dealt with by governments through criminalisation or civil/administrative/regulatory means. Students will examine the tensions that this may present in relation to the protection of human rights and civil liberties, and intersections with other public policy areas. Topics in the course may vary from year to year as new issues emerge worldwide and domestically.

This unit aims to make the study of statistics meaningful to students by presenting them in the context of a social issue. It provides students with a critical understanding of the theory and practice of statistical research without complex mathematics. The lectures will examine theoretical, philosophical and social power issues related to the production and usage of statistics. The workshops will allow the students to develop a basic capacity to produce, use and manipulate statistical data.

Criminological research and literature increasingly associates crime and criminalization with drug use and the prohibition of some substances. This unit will offer students an insight into this important field of criminological enquiry by critically engaging with drugs policy, legislation, and representations of drug use. It also critically discusses the global implications of the US/UN driven ‘war on drugs’.

Crime control has been described as a reactive, time-limited strategy targeting offenders, the domain of few criminal justice agencies. Crime prevention is a longer-term strategy directed to changing conditions and eliminating opportunities which contribute to crime. Crime prevention is the responsibility of all agencies, organisations, communities and individuals. This unit considers the theories, models and strategies for the prevention of crime as an alternative to prosecutorial policing. The unit also explores the concept and steps necessay in the planning of crime prevention programs.

This unit examines the sociology and history of policing in New South Wales and Australia more generally. There will also be some focus on other countries with similar police practices to that of the Australian police service – particularly Britain and North America. The police are the visible embodiment of state sanctioned power, however, policing is an activity carried by numerous state and private instrumentalities, often on very mundane and obscured levels. While this unit will focus primarily on the social and cultural organisation and activities of ‘the police’ – salaried officers of the state mostly in a uniform capacity – we will also look at broader notions of social governance and indeed governance of ‘the police’.

The focus of the unit is on the ways social order is produced, maintained, reproduced, and transformed. Constructions of normality and deviance are framed within the structured power relations of social class, ethnicity, religion, gender and age. The aim is to provide a critical understanding of hegemonic ideologies; of practices of ethnic, youth and religious (e.g. ‘cults’) groups; and of the language of control. This unit also addresses issues of social control and deviance within popular culture and the information society. The units ends with an assessment of the validity of deviance theories in postmodernity and consumer culture.

The unit examines traditions of criminological theorising and research, and, public intervention that take the social and spatial context(s) and determinants of crime and its governance as its object of inquiry. It introduces participants to the principal sources of data collection, their methodologies and theoretical underpinnings concerned with the spatial and social ecological dispersion of crime and deviance and its techniques of management and control. It also explores the relationship of public safety and crime prevention to public policy/interventions in areas such as urban and regional planning, housing, local government and community services.

This unit explore the interrelationship between gender, sexuality and the law. It explores feminist criminological work critiquing the masculinist and heterosexist bias of law and crime. At the same time it considers emerging work on the impact of gender on men as well as women and how this influences the social practices of citizenship and criminality. The role of political movements will be explored to highlight historical and contemporary public policy responses to crime, gender and sexuality. Examples of contemporary crime policy will be analysed to examine how they construct gender and sexuality and their impact on citizenship.

The unit develops an understanding of the complexity of juvenile crime in Australian society by addressing the historical, political, cultural and socio-economic factors associated with youth crime, constructions of youth, and, governmental strategies for regulating and preventing juvenile crime. An inter-disciplinary framework is used to develop a critical appreciation of the impacts of the regulation of particular youth subjectivities that contribute to their over-representation in the juvenile justice system, with a particular focus on Aboriginal youth. The unit promotes an awareness of a broad range of youth-positive interventions for working with young people within/at risk of entering the juvenile justice system.

This unit provides a philosophical, historical and sociological exploration of practices and theories of punishment. It begins by introducing students to the deep-seated cultural impulse to inflict punishment and to philosophical debates about the goals of and practices of punishment. It examines the shift from bodily punishments to the rise of prisons that took as their object the ‘soul’ of the offender. It then explores the nature and impact of punishment as it relates to particular marginalised groups. Finally the unit explores contemporary shifts to develop alternative restorative and therapeutic justice.

This unit introduces the main concepts of law and the legal system. Fundamentals of the Australian legal system are analysed including: case law, statute law, the court hierarchy and the legal profession. In addition, this unit seeks to give an appreciation of the nature and role of law through a contextual understanding of the interaction between law and society. In order to analyse the relationship between law and society a variety of topics are covered, including morality and law; sex and law and alternative legal systems. Content: Topics include: introduction to the Australian legal system, case law and statutory interpretation, Aboriginal law; morality and law; the legal profession; war and law; access to justice; sex and law; alternative legal systems.

This unit has been replaced by 300654 - Forensic Science. This unit aims to give students a basic understanding of scientific methodology as it applies to the collection, analysis and interpretation of forensic evidence. Students are introduced to a range of analytical methods that are used with various types of forensic evidence, and these are discussed in relation to case studies. The role of human factors is discussed, together with the importance of critically evaluating forensic evidence and the means by which it was obtained.

This is an introductory unit that assumes that students have no prior specific knowledge of criminal law. The unit is structured to give students an understanding of the criminal justice system. The unit also examines elements of specific crimes, the processes of criminal law, and the administration of criminal justice through the institutions of the criminal justice system. Students are encouraged to critically evaluate the criminal justice system and understand the role of law reform. Assessment includes: seminar participation, court report, and research paper. Essential reading includes distributed materials.

Managing People at Work provides an introductory framework for the study of employment relations. The unit is approached from a stakeholder perspective, emphasising the way that management, labour and the state, along with other key stakeholders, act, both separately and together, to structure the employment relationship. In doing so, the unit integrates industrial relations and human resource management theory and practice, illustrating the links between the two disciplines. The content of the unit is structured so as to provide an initial introduction to the disciplines of industrial relations, human resource management, and employment relations, and to the key stakeholders in the employment relationship. Building on this framework, a theoretical and empirical analysis of employment relations processes is provided, with particular emphasis given to recent changes in the role and perspectives of stakeholders.

This unit has been replaced by 200611 - Management of Employee Performance. This unit looks at managing employee performance; terminology; objectives of performance appraisal; stages in the performance appraisal process; performance appraisal systems -- approaches to appraisal, especially management by objectives and BARS; appraisal process -- job analysis and job standards, observation of performance, preparation of written appraisals, appraisal interviews, frequency of appraisal; dysfunctions of performance appraisal; design and construction of appraisal systems; establishment of purpose, organisational climate, policy statement, implementation; interviewing for performance appraisal interviews, employee counselling, professional ethics; developing networks for the referral of employees with various personal or emotional problems, overcoming barriers, and facilitating referral; employee assistance programs -- using human resource information systems to manage employee performance; integrating approaches to manage employee performance.

This unit has been replaced by 200614 - Enterprise Industrial Relations. This unit looks at workplace reform and restructuring -- the devolution approach to industrial relations management, workplace reform, organisation and behaviour, the role of workplace committees, trade unions at the enterprise level, shop-floor and industry unionism; the enterprise bargaining process -- overall framework definitions, dimensions and scope; strengths and weaknesses; the processes -- negotiation, psychological, sociological and economic approaches, stages; impact of enterprise bargaining, workplace flexibility, efficiency, remuneration practices and employee satisfaction; grievance handling and grievance procedures; differences with other forms of negotiation, formal or informal; consultation and participation; issues involved, differences with negotiation; impact of changes in wage determination on workplace, the Accord 1983-1995, award restructuring, enterprise bargaining, over-awards and productivity bargaining, current and future strategic and legislative directions in enterprise bargaining and workplace agreements.

This unit has been replaced by 200615 - Industrial Relations Strategy. This unit covers change in industrial relations -- theoretical models, Dunlop, Marx, role of values (fairness and equity); links with strategy; contemporary pressures for change in Australian industrial relations -- social, economic, political; role of strategy in industrial relations -- strategy and the concept of strategic choice; employer strategies -- standard modern, sophisticated modern, sophisticated paternalist, alternative approaches, practical applications; trade union strategies -- national, workplace, political; major preferred strategies, alternatives, practical applications; government strategies and public policy -- liberalism, pluralism, Marxist interpretations, corporatism and its variations, practical applications; the context of strategy development and change -- award restructuring, flexible work practices and enterprise bargaining; industrial democracy and consultation; technological change and redundancy; white collar and professional unionism; strategic unionism; evaluating strategic responses to contemporary change; developing advanced negotiating and consultation skills in the context of strategic change role plays.

This unit has been replaced by 200618 - Human Resource Strategy. This unit covers employment relations -- concepts and practice, origins and influences; models of human resource management, personnel management and industrial relations, employer/employee relations; the strategic model; ethics, standards, professionalism and professional associations; strategic planning for human resources in dynamic environments -- human resource and business strategies, managerialism, mediation and productivity -- employment relations/strategic HRM policy initiation, development and evaluation; control and accountability -- nature of control systems (turnover, absenteeism, attitude surveys); the role, nature and impacts of HR audits, benchmarking HRM, professionalism, professional associations, ethics and standards.

This unit has been replaced by 200607 - Recruitment and Selection. This unit covers employment function and strategic content; the employment function within the total human resource management model -- relationship between line and staff, workforce planning, job analysis, job description, job specification; and credentialism; constraints on the employment function; privacy, anti-discrimination, equal employment opportunity, affirmative action, and implications for the employment function; recruitment and selection -- internal and external sources, advertising, consultants and government agencies, selection methods, types of interview, interviewing skills; selection testing -- types of tests, validity, reliability and establishment of testing programs; the selection decision, job offer and contract of employment.

This unit has been replaced by 200610 - Employee Training and Development. This unit explores such questions as: Training -- what is it! How is it linked to strategic development! It explores education versus training versus development; managing the training department, upper management involvement, career development; cost-effectiveness of training and development; training and development needs -- how people learn, implications for training and development of staff, models and roles for training; needs analysis, objective setting, and the implications of politics, culture and government; curriculum -- methods content, people, sequencing of curriculum; the advantages and disadvantages of various training methods; measurement of success philosophies, instruments of measurement and post-training measurement.

This unit has been replaced by 200621 - International Human Resource Management. This unit covers concepts of international human resource management (HRM); the international environment for HRM -- globalism, regionalism, economic regions, international industrial relations; the roles of transnational organisations; national environments for HRM; comparative studies of the effects of society, politics, economics and culture on HRM policy, practice, organisational strategies and structures; and HRM in multi-national organisations. Application of overseas experience (policy/concepts/practice) to Australian HRM will be an important outcome of this unit.

This unit has been replaced by 200612 - Remuneration Theory and Practice. The unit introduces students to critical perspectives in the theory and practice of remuneration. The structure of the course is thematic and considers in turn: the wider context in which remuneration strategies are devised; the strategic decisions that arise in the organisational context if remuneration is to meet regulatory requirements, the organisation's objectives and the expectations of the workforce, and; the component parts (base pay, variable pay) of remuneration systems. Throughout the course contemporary debates in remuneration, with particular application to the Australian context, will be highlighted.

This unit has been replaced by 200622 - International and Comparative Employment Relations. The countries studied may include Europe, Scandinavia, North America, and the Pacific Rim. Through comparative study of the countries, selected attention is placed on the divergence of industrial relations systems as well as those aspects of industrial relations that show convergence. Emphasis is placed on describing how the industrial relations system operates in each of the countries and by so doing attention is also paid to the challenges and trends facing each of those countries and how the principal participants are responding to the changes. Throughout the unit the focus is comparative industrial relations, rather than a study of each of the systems in isolation. Attention is also given to international trade union practices and international management practices in the context of transnational corporations.

This unit examines the causes of violence and ecological degradation at local and global levels. It develops critical thinking skills and constructive responses to feared futures. No easy answers are offered but students are encouraged to make informed, socially aware choices. This unit is a foundation unit for peace studies. There is emphasis on self-directed and small-group learning.

This unit will consider the nature and historical development of the social inequalities of wealth, income, status and power, both within and between different social groups, territories and nation states. It will focus upon the ways in which disparities of economic status result in disparities of social, economic and political power. This examination of the historical development of inequality provides a basis for understanding changing conceptions of human rights culminating in contemporary ideas of human rights as proclaimed in The Universal Declaration of Human Rights. The philosophy underpinning this internationally binding document highlights the uniquely human status of world citizenship. Moreover, the discussion of human rights and citizenship brings to the fore continuing philosophical debates as to the meaning of being human and the treatment of human beings. These issues are based upon the concepts of equity and equality that are often misunderstood and as such, misused to justify the establishment and maintenance of social inequalities.

The Humanitarian and Peace Studies Specialisation focuses upon the inequities of power, wealth and opportunity, and the results of conflicts both local and international. These inequities and conflicts result in marginalization and suffering of minority groups. This unit is the Capstone Unit in this major and considers the nature of inequalities as they manifest in both social and work environments. The focus is upon developing programs of redress for these inequalities and strategies for peaceful resolutions.

This unit provides the knowledge, skills and understanding to begin working with and for people with disabilities. Social justice and human rights are the underpinning themes of this unit. The unit explores the meanings and ranges of discourses that produce ideas of disablement. It connects these discourses to the ‘disability movement’ and to systems of ‘care’ in Western society and examines the way in which policy and provision of services impact on notions of disablement. Students are expected to gain some firsthand contact working with people with disabilities in a self-directed project in the community.

Childhood is something we all experience yet few of us understand. This unit provides the opportunity for students to develop concepts, theories and issues from within the sociology of childhood and from the social sciences by examining a range of life course themes and experiences of childhood (including adolescence). Central to the unit is the notion that childhood is an individual experience that occurs in and is impacted upon by a variety of social, cultural and historical contexts, which are negotiated through the sense of self fostered in childhood. The subject critically explores a variety of topics of relevance to understanding childhood in the 21st century. This unit aims to explore the dominant discourses of childhood (eg developmental and socialisation theories) and their impact on the lives of children.

The course provides opportunities for interaction and dialogue, emphasising morality and ethics. Development is examined from various perspectives, including the global and the local, and examines the interplay of globalisation, institutions and government, and grass roots approaches, the effects of past colonialisms and ongoing colonialism, and the space and possibilities for individual and collective action.

This unit offers a distinctive field of sociological and cross-disciplinary inquiry in peace and conflict studies. It builds on concepts in sociology, criminology and peace studies to develop critical insights as to the causes of conflicts, violence and war. It looks forward to ways of lessening destructive conflicts and building cultures of peace and sustainability, including matters of global governance and the United Nations. There is a strong emphasis on peace theory and non-violent practice. Students can explore in depth issues such as refugees, terrorism, war crimes, war propaganda, gendered and racist violence, non-violent social action, peace-building in post-conflict situations.

Gender equality and empowerment of women are essential in combating poverty, hunger and disease and enabling development that is truly sustainable. This has been recognized by governments in the UN Millennium Summit ((2000) and the Millennium Development Goals (MDG's)). This unit critically explores the central importance of gender equality in policy and action in both "industrialized" and devleoping countries and the linkages between human rights, peace and security, power and decision-making, poverty eradication, education, natural resources, and environmental security, and health. Strategies, tools and actions for making gender equality central to achieve sustainable development are critically examined.

Is the gap between the rich and poor nations increasing? Why does the development of human potential vary so much from place to place? How should we respond to issues of global and regional inequality? *Concepts of regions and regionalism *Globalisation, development and under-development at the global level *Uneven development within countries and regions *The spatial distribution of human settlements and their relationship to social and political structures *Rural indigenous communities *Migration: Movement of human capital, refugees. *Innovation diffusion and the impact of information and communication technologies (ICTs) on urban and regional development *Techniques of regional analysis and modelling *Regional economic development planning *Regional issues and conflicts in Australia and the Pacific Rim.

This unit aims to make the study of statistics meaningful to students by presenting them in the context of a social issue. It provides students with a critical understanding of the theory and practice of statistical research without complex mathematics. The lectures will examine theoretical, philosophical and social power issues related to the production and usage of statistics. The workshops will allow the students to develop a basic capacity to produce, use and manipulate statistical data.

The purpose of this unit is for students to develop an understanding of power as an interaction between historical, economic, structural and individual contingencies that impinge upon and affect decision-making processes. Within organizations and the broader social environment, the processes by which decisions are made can range on a spectrum from clear to vague and sometimes, seemingly, random or even non-existent. Recognition of the strategic contingencies within a situation and their interactions enables identification of the dynamics and processes of decision-making. Applying this knowledge to corporate and social situations will enable students to identify the political machinations that result in decisions that have lead to corporate successes and failures and social gains and losses.

This unit provides an overview of theoretical perspectives and debates about the concepts of community, community development and social justice. Students will explore the changing political and social contexts shaping community and community development; and discourses of community and practices of community development underpinned by a social justice perspective within this changing environment. The unit also offers students the opportunity to learn about community development through engagement in a community development project.

This unit provides an international and cross-institutional discussion of international migration and settlement. Topics include the theory and experience of: immigration policies; international migration patterns; settlement policies, outcomes and experiences; international regimes regulating migration, refugee policy, and; changing global demographics. It includes case studies of Australia, Canada, and Singapore, and features mixed tutorial groups (with students from Singapore, Vancouver & Sydney). Students will exchange experiences and opinions of migration.

This unit examines the practical interplay of the discrete disciplines of law, ethics and economics. The nature of profit transactions are such that they can no longer be evaluated in terms of their economic nature solely, as this invariably leads to consequences raising ethical or legal concerns. Matters including the existence and role of minority groups, market power, fairness, equilibrium, and forcing a consensus are covered.

This unit covers some of the ethical and legal issues associated with medical practice and research, including issues raised by new developments in biotechnology. There is a strong emphasis on clarification of personal values. Topics covered include some of the following: the nature of moral thinking, issues of life and death, experimentation and research involving human and animal subjects, organ transplantation, genetic manipulation, new reproductive technologies, access and rationing of health care resources and ethical issues in psychiatry.

The course provides opportunities for interaction and dialogue, emphasising morality and ethics. Development is examined from various perspectives, including the global and the local, and examines the interplay of globalisation, institutions and government, and grass roots approaches, the effects of past colonialisms and ongoing colonialism, and the space and possibilities for individual and collective action.

This unit offers a distinctive field of sociological and cross-disciplinary inquiry in peace and conflict studies. It builds on concepts in sociology, criminology and peace studies to develop critical insights as to the causes of conflicts, violence and war. It looks forward to ways of lessening destructive conflicts and building cultures of peace and sustainability, including matters of global governance and the United Nations. There is a strong emphasis on peace theory and non-violent practice. Students can explore in depth issues such as refugees, terrorism, war crimes, war propaganda, gendered and racist violence, non-violent social action, peace-building in post-conflict situations.

The purpose of this unit is for students to develop an understanding of power as an interaction between historical, economic, structural and individual contingencies that impinge upon and affect decision-making processes. Within organizations and the broader social environment, the processes by which decisions are made can range on a spectrum from clear to vague and sometimes, seemingly, random or even non-existent. Recognition of the strategic contingencies within a situation and their interactions enables identification of the dynamics and processes of decision-making. Applying this knowledge to corporate and social situations will enable students to identify the political machinations that result in decisions that have lead to corporate successes and failures and social gains and losses.

This unit provides an overview of theoretical perspectives and debates about the concepts of community, community development and social justice. Students will explore the changing political and social contexts shaping community and community development; and discourses of community and practices of community development underpinned by a social justice perspective within this changing environment. The unit also offers students the opportunity to learn about community development through engagement in a community development project.

The study of groups is an essential element of human communication. This unit integrates knowledge of contemporary approaches to small group communication theory and research with learning about small group processes and practice of skills.

This unit looks at the importance of interpersonal interaction in personal and work life. It will present theories from social psychology and human communication. Communication skills and the different forms of communications will also be examined. For example, effective listening, non-verbal communication, disclosing, and asserting. Students will be encouraged to observe and reflect on the interpersonal interactions around them, including their own.

This unit aims to make the study of statistics meaningful to students by presenting them in the context of a social issue. It provides students with a critical understanding of the theory and practice of statistical research without complex mathematics. The lectures will examine theoretical, philosophical and social power issues related to the production and usage of statistics. The workshops will allow the students to develop a basic capacity to produce, use and manipulate statistical data.

Childhood is something we all experience yet few of us understand. This unit provides the opportunity for students to develop concepts, theories and issues from within the sociology of childhood and from the social sciences by examining a range of life course themes and experiences of childhood (including adolescence). Central to the unit is the notion that childhood is an individual experience that occurs in and is impacted upon by a variety of social, cultural and historical contexts, which are negotiated through the sense of self fostered in childhood. The subject critically explores a variety of topics of relevance to understanding childhood in the 21st century. This unit aims to explore the dominant discourses of childhood (eg developmental and socialisation theories) and their impact on the lives of children.

Personality theory is integrally linked to notions of health and illness. Not only can personality theory be applied in health settings, but also many of our ideas about personality are actually derived from working with people with various forms of illness. Through an exploration of some psychological approaches to the mind-body connection, the subject provides an overview of personality theories, with a specific focus on some contemporary issues.

This unit introduces students to theories and methods in the study of the mind, body and emotions in social science. It employs the study of multi-disciplinary work from psychology, sociology and philosophy as ways of understanding the links, relationship and interactions between the self and society in illness, disability and health. This unit has special relevance for health and community workers, assisting them to develop their understanding of the dynamics and politics of health, illness and care.

This unit covers the nature and principal functions of non-verbal communication: the major non-verbal communication subsystems: facial communication, paralanguage, kinesics and proxemics. Non-verbal communication could be considered the dominant channel of communication because we place more faith in what people do than what they say. Verbal communications can be negated in a second by a facial expression. This unit explores the theory and research that helps us to understand this complex communication form in a variety of social contexts

The aim of this unit is for students to become aware of the variety of relationships and relationship/interaction styles. This unit is purposively self-reflective so that students, using their knowledge of theory and research, analyse their own reactions and responses to situations, interactions and literature - examining how their reactions and responses impact upon and shape interactions and relationships

The purpose of this unit is for students to develop an understanding of power as an interaction between historical, economic, structural and individual contingencies that impinge upon and affect decision-making processes. Within organizations and the broader social environment, the processes by which decisions are made can range on a spectrum from clear to vague and sometimes, seemingly, random or even non-existent. Recognition of the strategic contingencies within a situation and their interactions enables identification of the dynamics and processes of decision-making. Applying this knowledge to corporate and social situations will enable students to identify the political machinations that result in decisions that have lead to corporate successes and failures and social gains and losses.

This unit provides the opportunity for students to develop concepts, theories and issues from sociology, critical psychology, and the social sciences by examining a range of life course themes and the experiences of ageing and adult life. Central to the unit is the notion that the experiences of adult life are individual yet occur in and are impacted upon by a variety of social, cultural & historical contexts. The unit critically explores a variety of topics of relevance to understanding adulthood in the 21st century. This unit aims to explore the dominant discourses of ageing and their impact on adult lives.

This unit gives students experience in the practice of research in the “real world”. It assumes some knowledge of quantitative and qualitative methods. It critically engages with the political nature of research in applied settings.

Methods in critical qualitative research deals with research methodologies and skills in a way which challenges the idea that there is a divide between theory and practice, between debates conducted on the pages of academic journals and those which emerge in mainstream media or in the workplace. This unit creatively explores a number of different methods that social researchers use to conduct their research. Students will also have the opportunity to conduct a research project on a topic of their choice.

Differing, and at times competing, ways to approach social psychology arise from different assumptions about the nature of being human and the most appropriate forms of explanation of social behaviour. By engaging with these differences, this unit addresses some of the fundamental issues in attempts to explain human social behaviour.

This unit introduces some of the core concepts, models, theories and methods of inquiry in psychology as they apply to health. Assumptions of human behaviour are examined, showing how these assumptions form the four foundational models of psychology. Those models being psychobiological, learning, cognitive and social. The application of these models to issues of development, personality, motivation and clinical applications allows students to address health topics such as stress, resilience and coping, smoking, eating disorders, disability and health practices.

The unit "Sexuality" provides an opportunity to develop awareness and understanding of some facets of human sexuality through considering behaviours, values, gender & concerns from differing perspectives, with a particular focus on issues of adolescent sexuality. It uses a multi-disciplinary approach, drawing primarily from sociology, psychology, anthropology & biology.

This core theory unit for sociology majors introduces students to traditional and contemporary debates in social thought. The unit reviews sociological thought in the context of changing conceptions of the relation between the individual and society and the formation of the self. A number of theorists and theoretical areas are addressed, employing as the focal point of study or analysis what has been called middle range theory. This enables students to better grasp the relation between theory and application and to uncover competing theorists and ideas that may complement or be opposed to the positions argued in the unit.

This unit introduces students to the central concepts, theories and methodologies of sociology, and demonstrates the ways in which sociological thought contributes to a systematic and critical understanding of contemporary society. The unit draws upon case studies from Australia and other societies.

Using contemporary and historical sociologies we will explore notions of gender, the body, sex and the self in a variety of social and cultural spheres and at different stages of life. The unit moves beyond patriarchy to explore intersections of, for example, class, race/ethnicity and gender - locally and globally. This unit’s main focus is on the question: What is the nature of gender relations today and what changes are desirable and possible?

This unit provides the knowledge, skills and understanding to begin working with and for people with disabilities. Social justice and human rights are the underpinning themes of this unit. The unit explores the meanings and ranges of discourses that produce ideas of disablement. It connects these discourses to the ‘disability movement’ and to systems of ‘care’ in Western society and examines the way in which policy and provision of services impact on notions of disablement. Students are expected to gain some firsthand contact working with people with disabilities in a self-directed project in the community.

The unit provides the opportunity to encounter social theory and sociology in relation to contemporary urban problems and development. We study the problematic of the individual in the city illustrating how different authors have conceptualised the city as a source of meaning and a determining force in sociation. The unit includes applied study of the contemporary city , the state, professionalisation and reflections of the economic order in the spatial forms and physical fabric of the city. It addresses the dynamics of the city through questions of conflict between interest groups, and the strategies for such groups to realise their interests.

The focus of the unit is on the ways social order is produced, maintained, reproduced, and transformed. Constructions of normality and deviance are framed within the structured power relations of social class, ethnicity, religion, gender and age. The aim is to provide a critical understanding of hegemonic ideologies; of practices of ethnic, youth and religious (e.g. ‘cults’) groups; and of the language of control. This unit also addresses issues of social control and deviance within popular culture and the information society. The units ends with an assessment of the validity of deviance theories in postmodernity and consumer culture.

Young people have long been the focus of fears of 'respectable' people. Public figures regularly express concern about the social disorder created by unruly youths. This was the case in late nineteenth-century Sydney when those designated larrikins incurred the public wrath, and is still the case today when those seen as comprising 'youth gangs' are demonised in the media. This unit will show how young people become defined as a problem, how politicians, police and the media are involved in that definition, and how the resultant moral panic often leads to more repressive policing. Students will examine a range of case studies from Britain and Australia.

Using contemporary and historical sociological accounts of migration and ethnicity, this unit analyses the social, cultural and economic impact of international migration, with specific reference to Australia. It further introduces students to major sociological issues, both theoretical and empirical, relating to the construction of migrant groups, ethnic identity, ethnicity, ethnic conflict and cooperation in society.

There has been a notable decline of class-based politics and welfarism in the last three decades. Both the industrialised and developing nations have been characterised by a rise of new social movements. These have focused on social justice and inequality in relation to such matters as race and ethnicity, gender and sexuality, the environment, regionalism and globalization. More recently, there has been an expansion of neo-racist, nationalistic and fundamentalist movements concerned with ensuring traditional patterns of social dominance. Analyses and critiques of these various social movements regard their rise and expansion as symptomatic of the uncertain forms of social identity and community that now characterise post-industrial and globalizing societies.

In this unit some of the main sociological approaches to the study of religion will be considered. The unit will be orientated particularly to the tension between religion and social theory in the evolution of sociological thought. It addresses the impact of religion and religious bodies on Australian society and politics. The unit will focus on the relation of theory and practice, on the research of contemporary religious practice, and on the contemporary relevance of major theorists in the sociology of religion. It will address issues such as Buddhism, Fundamentalism(s), gender in religion, globalisation, Islam, modernity/post modernity, neo-paganism, networks in spiritualities, New Age, popular culture, and new religious movements.

The Sociology of Medicine and Health Care provides a critical understanding of the health services and of the structure and distribution of health care in Australia. The unit adopts a sociological approach and many of the concepts discussed in the unit derive from readings in the sociology of health or from medical sociology. However, the total content is drawn from various disciplines and much of it is descriptive in order to provide data and information that can be applied and interpreted theoretically. A major aim of this unit is to examine the inadequacy of the curative approach adopted by the health industry in improving the general well being of people, particularly disadvantaged groups within society.

This unit is offered to sociology students as a traditional core area of study in the discipline addressing the relation between the social and economic order of society. Its particular focus is on the contemporary transition from a production to a consumption order. Theories of class and social stratification study the structured inequalities within our society. The term class, its meaning and its utility, continue to be matters of controversy. The theories of early and contemporary theorists are investigated in addressing conflicts, social practices and social relations which play a major part in structuring the social order.

In this unit we will critically examine sociological perspectives on the family, building on the approaches and theories introduced to you in your first semester of sociology study. The familiarity of family life will be thrown into question and students will be asked to examine their beliefs, decode the meaning, and discard the myths of the ‘naturalness’ of family life. The family will be viewed as part of the wider social structure, its constitution shaped by history, economic factors, and cultural systems. The unit will primarily focus on Australia, but we will also consider material from other Western and non-Western societies in order to demonstrate the historical specificity of the nuclear family and the many different forms of the family as they occur in different cultural contexts.

The use of alcohol and other drugs is a highly controversial issue within the community. Most people use drugs of some kind yet particular drugs are demonised. This unit acquaints students with the complexity of studying alcohol and drug misuse from both an individual and a social perspective. Contemporary patterns of alcohol and drug use are initially placed within a structural, cultural and historical perspective and various conflicting approaches to the definition and consequent management of problematic drug use and drug dependence are studied. Distinctions among the various levels of problematic use are introduced and questions of basic pharmacology motivations for drug use and theories of dependence are examined.This subject aims to explore the discourses surrounding drugs as well as the reasons for drug use and forms of dependence. Students will also critically examine different kinds of policy and therapeutic practice within the drug field.

This unit is designed to expand student’s understanding of the relationship between society, family life and people’s experiences of health, leisure and fitness. The unit provides the opportunity for students to explore the role of the family as a social institution and examining its importance in the development of identity, the reproduction of social structure & culture and in the experience of health, illness & leisure. Central to this unit is the notion that the family occurs in and is impacted upon by a variety of social, cultural and historical contexts. The unit develops these themes from a sociological perspective and students are actively involved in exploring these issues.

This unit provides students with the opportunity to develop their ideas of culture, community, health & healing and the relationship between them, with a specific focus on indigenous issues, especially in an Australian context. Theoretical perspectives on healing and community will be discussed and a variety of practices for health and healing will be explored in the context of Indigenous society in Australia and internationally.

What is health? What is culture? In what ways is health ‘cultural’? This unit focuses on students’ own health beliefs and practices to discover which cultural factors influence their ideas and actions in relation to health. It makes comparisons with the health beliefs and practices of others – in Australian and other societies – using the case studies and examples (e.g., food or diet & eating, medical and non-medical healing rituals). It develops a critique of contemporary health promotion in western culture. Students are invited to critically and creatively consider issues relating to culture, health, diversity and change. The emphasis of this unit is on the importance of cross cultural understanding, non-discriminatory practice and positive interaction within and between cultures in the 21st century. Students are encouraged to investigate commonplace assumptions about their world and the future.

Childhood is something we all experience yet few of us understand. This unit provides the opportunity for students to develop concepts, theories and issues from within the sociology of childhood and from the social sciences by examining a range of life course themes and experiences of childhood (including adolescence). Central to the unit is the notion that childhood is an individual experience that occurs in and is impacted upon by a variety of social, cultural and historical contexts, which are negotiated through the sense of self fostered in childhood. The subject critically explores a variety of topics of relevance to understanding childhood in the 21st century. This unit aims to explore the dominant discourses of childhood (eg developmental and socialisation theories) and their impact on the lives of children.

This unit offers a distinctive field of sociological and cross-disciplinary inquiry in peace and conflict studies. It builds on concepts in sociology, criminology and peace studies to develop critical insights as to the causes of conflicts, violence and war. It looks forward to ways of lessening destructive conflicts and building cultures of peace and sustainability, including matters of global governance and the United Nations. There is a strong emphasis on peace theory and non-violent practice. Students can explore in depth issues such as refugees, terrorism, war crimes, war propaganda, gendered and racist violence, non-violent social action, peace-building in post-conflict situations.

This unit introduces students to theories and methods in the study of the mind, body and emotions in social science. It employs the study of multi-disciplinary work from psychology, sociology and philosophy as ways of understanding the links, relationship and interactions between the self and society in illness, disability and health. This unit has special relevance for health and community workers, assisting them to develop their understanding of the dynamics and politics of health, illness and care.

This unit aims to make the study of statistics meaningful to students by presenting them in the context of a social issue. It provides students with a critical understanding of the theory and practice of statistical research without complex mathematics. The lectures will examine theoretical, philosophical and social power issues related to the production and usage of statistics. The workshops will allow the students to develop a basic capacity to produce, use and manipulate statistical data.

This unit has been replaced by 101336 - Introduction to Sociology. The aim of this unit is to offer students new understandings of people in their relations with each other in complex social and cultural contexts. The unit uses health and illness as the prism through which such understandings can be gleaned. The unit introduces students to sociological perspectives and it applies sociological ways of thinking to questions of health, illness and disability. Students will study the influence of culture and social institutions, and of social determinants such as class (socio-economic status), gender, race/ethnicity in shaping social relations and in the production of differing patterns of health and illness. The ‘body’ as a social and cultural construct, as well as a physical entity, will be explored, as will models of health and health care.

This unit provides the opportunity for students to develop concepts, theories and issues from sociology, critical psychology, and the social sciences by examining a range of life course themes and the experiences of ageing and adult life. Central to the unit is the notion that the experiences of adult life are individual yet occur in and are impacted upon by a variety of social, cultural & historical contexts. The unit critically explores a variety of topics of relevance to understanding adulthood in the 21st century. This unit aims to explore the dominant discourses of ageing and their impact on adult lives.

This unit gives students experience in the practice of research in the “real world”. It assumes some knowledge of quantitative and qualitative methods. It critically engages with the political nature of research in applied settings.

Methods in critical qualitative research deals with research methodologies and skills in a way which challenges the idea that there is a divide between theory and practice, between debates conducted on the pages of academic journals and those which emerge in mainstream media or in the workplace. This unit creatively explores a number of different methods that social researchers use to conduct their research. Students will also have the opportunity to conduct a research project on a topic of their choice.

This core unit for tourism studies addresses the socio-cultural aspects of tourism in a time of rapid change. It does this by broadening a student's knowledge about contemporary issues in tourism and then examining the socio-cultural implications of these issues for host communities, tourists and tourism professionals. The issues examined include tourism and globalisation, tourism and authenticity, tourism and commodity cultures, tourism and the media, tourism and visual cultures, tourism and non-western cultures.

The concept of sustainable tourism is premised on the ideal that tourism development equates to community development and benefits for local people. Whilst a worthy concept, it is rarely a simple or necessarily entirely positive relationship. Students will explore contemporary understanding of community and the many different kinds of communities, including their modalities, structures, roles and contested nature. They will examine the relationships between communities and tourism; map the natural, cultural and social capital and the processes within communities that are essential to the success of tourism through field work in popular tourists 'destination' communities in Sydney.

This unit emphasizes the importance of tourism planning and investigates a range of policy as well as planning factors affecting sustainable tourism. It focuses on the following major areas - understanding tourism policy and planning, destination and site planning. These topics are discussed incorporating economic, environmental, socio-cultural and management considerations. The unit introduces the basic concepts affecting tourism policy development and processes of tourism planning and implementation. The unit examines key development issues influencing the future of tourism such as different types of approaches, sustainability, impact indicators, recreation planning, coordination, stakeholders and the roles of government and public-private partnership initiative.

This unit examines the relationship between cultural heritage and tourism. It firstly provides an introduction to cultural heritage conservation, heritage issues and cultural heritage management (especially as it relates to tourism). Secondly, it investigates the phenomenon of cultural heritage tourism - its nature, the market, visitors, the issues - in the context of sustainable tourism praxis in Australia (and globally) and in the context of multiculturalism and postcolonialism.

This unit focuses on the scope and nature and impacts of various forms of nature based tourism and looks for solutions to such impacts using the ecotourism model. There is particular emphasis on the benefits of ecotourism. Students will study different perspectives in relation to protected area management; the components of ecotourism, ecotourism accreditation; the principles of ecologically sustainable development and best practice, and using various case studies develop their own ecotourism product.

This unit aims to explore the role of tourism in rural community development and the planning implications for communities when they adopt tourism as an industry. The unit's objectives are to: provide an understanding of - the growing role of tourism in rural community reconstruction and development; - the rural tourism destination in terms of products and services and the tourists who consume them; - the interface of tourism and sustainability in a rural context; - the paradoxes and oppositional forces at play in planning for tourism in a rural community.

Destination Management provides students with a fundamental understanding of the concepts in destination management. This includes coordination of the destination in terms of the tourism industry's sectors, their relationship with each other and the marketing challenges they face. An appreciation of the importance of a destination's unique cultural, natural and economic attributes is developed from the viewpoint of the visitor. The implications of this focus on the visitor experience and its influence on competitiveness is explored.

Events are one of the fastest growing segments of tourism in the world. Countries and cities compete vigorously for mega events such as the Olympics, World Cup and World Fairs while societies are always holding some kind of an event whether it be a fair, festival, market, parade, anniversary or sports event. Events serve to attract visitation and to create an image of and awareness for a destination. This unit emphasises the special importance of events in the tourism industry. The unit will provide students with the knowledge and skills required for planning, managing and staging a variety of events.

This unit examines the theory and practice of heritage interpretation for visitors at natural and cultural sites within the context of tourism and with a particular emphasis on heritage interpretation planning.

This unit aims to introduce students to the complexity of Indigenous tourism in Australia today. The National Aboriginal and Torres Strait Islander Tourism Industry Strategy (NATSITIS) of 1997 identified the 'greater indigenous participation in the tourism industry' as a major governmental priority in 1997-2001. There is a widely acknowledged need by government and industry for more comprehensive training of Indigenous and non-indigenous people to be involved in the policy and management levels of indigenous tourism. This unit has been developed in response to the needs and input of indigenous Australians and the national tourism industry. The unit aims to examine in particular indigenous cultural tourism in regard to social, environmental, economic and cultural heritage sustainable development as defined by indigenous Australians.

The concept of sustainable tourism is premised on the ideal that tourism development equates to community development and benefits for local people. Whilst a worthy concept, it is rarely a simple or necessarily entirely positive relationship. Students will explore contemporary understanding of community and the many different kinds of communities, including their modalities, structures, roles and contested nature. They will examine the relationships between communities and tourism; map the natural, cultural and social capital and the processes within communities that are essential to the success of tourism through field work in popular tourists 'destination' communities in Sydney.

The unit is designed to provide students with the skills that are essential for understanding and analysing resource allocation in the context of urban management. The unit seeks to enable students to apply economic principles and theories to deal with issues in planning and environment. The unit covers economic techniques or analysis of environmental issues and promotes public policy making skills.

The unit provides students with an understanding of the planning process from both a State government and Local government perspective. The unit will cover concepts related to the planning process, focusing on development control and regulation issues, planning instruments and development applications. It will also address the areas of planning and environment law, with specific reference to the legal framework that regulates planning and development in NSW.

The unit introduces the interdisciplinary field of urban studies using the discipline of geography as a starting point. It emphasises the need for research and develops basic research skills. It addresses fundamental questions about the way cities are structured. It develops a critical perspective on cities, which is useful for social scientists, urban managers, planners and other professionals concerned with life in cities.

Is the gap between the rich and poor nations increasing? Why does the development of human potential vary so much from place to place? How should we respond to issues of global and regional inequality? *Concepts of regions and regionalism *Globalisation, development and under-development at the global level *Uneven development within countries and regions *The spatial distribution of human settlements and their relationship to social and political structures *Rural indigenous communities *Migration: Movement of human capital, refugees. *Innovation diffusion and the impact of information and communication technologies (ICTs) on urban and regional development *Techniques of regional analysis and modelling *Regional economic development planning *Regional issues and conflicts in Australia and the Pacific Rim.

The unit provides the opportunity to encounter social theory and sociology in relation to contemporary urban problems and development. We study the problematic of the individual in the city illustrating how different authors have conceptualised the city as a source of meaning and a determining force in sociation. The unit includes applied study of the contemporary city , the state, professionalisation and reflections of the economic order in the spatial forms and physical fabric of the city. It addresses the dynamics of the city through questions of conflict between interest groups, and the strategies for such groups to realise their interests.

This unit examines the equity and efficiency issues in the provision of transport in cities and regions from a critical social science perspective. Issues of transport disadvantage and policy and planning responses to improve access to urban services are examined. The social and environmental impact of transport systems are considered in the context of urban management.

Analysis of spatial data involves looking for patterns in data, which is geographically referenced. Crime, health, pollution, accessibility and residential amenity are examples of phenomena that have an important geographical dimension. Policy responses to these phenomena need to be specific with regard to locations and places. This unit involves the critical examination of the way geographical data is produced, analysed, mapped and used to inform both private and public decisions. Geographic information systems software will be used to produce maps based on the analysis and interpretation of data relating to the student’s field of interest.

The concept of sustainable tourism is premised on the ideal that tourism development equates to community development and benefits for local people. Whilst a worthy concept, it is rarely a simple or necessarily entirely positive relationship. Students will explore contemporary understanding of community and the many different kinds of communities, including their modalities, structures, roles and contested nature. They will examine the relationships between communities and tourism; map the natural, cultural and social capital and the processes within communities that are essential to the success of tourism through field work in popular tourists 'destination' communities in Sydney.

The unit provides students with an understanding of the planning process from both a State government and Local government perspective. The unit will cover concepts related to the planning process, focusing on development control and regulation issues, planning instruments and development applications. It will also address the areas of planning and environment law, with specific reference to the legal framework that regulates planning and development in NSW.

The unit introduces the interdisciplinary field of urban studies using the discipline of geography as a starting point. It emphasises the need for research and develops basic research skills. It addresses fundamental questions about the way cities are structured. It develops a critical perspective on cities, which is useful for social scientists, urban managers, planners and other professionals concerned with life in cities.

The course provides opportunities for interaction and dialogue, emphasising morality and ethics. Development is examined from various perspectives, including the global and the local, and examines the interplay of globalisation, institutions and government, and grass roots approaches, the effects of past colonialisms and ongoing colonialism, and the space and possibilities for individual and collective action.

The unit provides the opportunity to encounter social theory and sociology in relation to contemporary urban problems and development. We study the problematic of the individual in the city illustrating how different authors have conceptualised the city as a source of meaning and a determining force in sociation. The unit includes applied study of the contemporary city , the state, professionalisation and reflections of the economic order in the spatial forms and physical fabric of the city. It addresses the dynamics of the city through questions of conflict between interest groups, and the strategies for such groups to realise their interests.

The unit examines traditions of criminological theorising and research, and, public intervention that take the social and spatial context(s) and determinants of crime and its governance as its object of inquiry. It introduces participants to the principal sources of data collection, their methodologies and theoretical underpinnings concerned with the spatial and social ecological dispersion of crime and deviance and its techniques of management and control. It also explores the relationship of public safety and crime prevention to public policy/interventions in areas such as urban and regional planning, housing, local government and community services.

This unit seeks to examine the theoretical and practical components that need to be considered in the assessment of vocational and professional competence. It will investigate a number of these components in-depth to provide learners with the necessary conceptual framework to undertake valid, fair, flexible and reliable assessment. The unit focuses on analysing existing practices, both in the public and private sectors, and the development of best practice models. The topics and assessment tasks covered in the unit ensures that students are able to conduct assessment of competence effectively and efficiently both in the training and workplace environments.

This unit has been designed to provide new and experienced adult educators and trainers with the opportunity to develop/enhance knowledge, skills and confidence in using a range of contemporary technologies for teaching and learning in adult education and training settings. Opportunities will be provided for students to practise and reflect on various technologies and skills through workshop activities including microteaching and peer group assessment.

Across the spectrum of adult education settings, it is important that adult educators have a sound grounding in and understanding of the broad approaches to adult learning and teaching. This unit provides an overview of the theoretical traditions within adult education as well as current conceptualisations of adult learning and teaching. The unit provides an overview of contemporary approaches to adult learning and teaching that students can carry into their own adult learning; and into planning and implementing education and training programs. The unit aims to develop students’ knowledge and expertise as learners and as practitioners.

This unit provides students with the opportunity to explore various approaches to developing programs within different contexts, ranging from the training room to community settings and workplace learning. It assists students to identify and practice strategies for planning, designing and evaluating programs relevant to a diversity of learners and contexts. The unit provides a critical overview of the formal adult education and training context in Australia.