Ellucian Moodle

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

Healthcare as practice has as its fundamental aim the goals of health and healing, which in turn enable human beings to realise overall wellbeing and fulfilment. Healthcare professionals are engaged in a technical and moral enterprise that seeks to promote human health, to create a more humane healthcare system, and to enable the flourishing of the communities in which they work.

In this unit, students will build upon their understanding of the notions of human dignity, the common good, and ethical integrity, and develop an understanding of ethical thought and principles for healthcare practice including just provision of healthcare, refraining from harm, and protecting the vulnerable. Students will develop an understanding of the virtues or personal qualities required of healthcare professionals working in contemporary healthcare contexts.

To support students in this endeavour, they will engage with interactive online activities and participate in discussions and debate on topics of ethical significance, in a facilitated peer environment. In doing so, students will gain an understanding of the sources of ethical disagreement that characterise the contemporary liberal, multi-cultural and morally pluralistic societies in which they will practice professionally. These activities will build their skill in practising with ethical responsibility, navigating ethical challenges, and making sound ethical decisions.

The aim of this unit is to enable development of the ethical skills needed to navigate the healthcare environment and ensure high standards of ethical conduct in students’ future practice.

Unspecified Credit 10

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

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

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

Includes: 15 days placement in an educational setting

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

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

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

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

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

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

Being able to read and write is critical to young people’s success in education and the workplace.

In this unit, pre-service teachers examine typical language development and language variations, with particular attention to typical and atypical phonological development, and lexical and semantic development. Pre-service teachers also examine aspects of language development in bidialectal and multilingual contexts, the different features of oral and written language, and the reciprocal relationship between oral language/vocabulary knowledge and the development of literacy. They are introduced to how children learn to read and write words and to comprehend longer texts, and examine how the English writing system works and how phonemes, morphemes and history of the language are represented in this system. Pre-service teachers will develop awareness of phonemes, graphemes, and morphemes, and examine why phonics is important in moving children from pre-readers to readers, why spelling is a crucial element of teaching writing, and how spelling differs from and supports reading acquisition. Finally, language and reading comprehension are introduced as multi-componential constructs, and the roles of word reading ability, reading fluency, vocabulary and oral language ability in reading comprehension are highlighted.

The aim of this unit is to provide pre-service teachers with the foundational understanding of language and literacy concepts and developmental and learning processes that are necessary for learning to teach and assess literacy skills.

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

This zero-credit point unit provides students with a LANTITE diagnostic tool designed to develop their awareness of their personal literacy and numeracy knowledge and skills. The unit also includes simulated LANTITE questions to help students gauge their preparedness for LANTITE.

The aim of this unit is to provide students with the ability to assess themselves against LANTITE requirements and to support them by streamlining and enhancing their access to resources they may need to improve their literacy and numeracy capabilities.

The use of digital technologies permeates all facets of everyday life. The internet, social media, blogs and podcasts have facilitated the emergence of digital cultures.

This unit is designed to enable pre-service teachers to understand the influence of digital technologies on contemporary life, culture, communities and professional and interpersonal communication. Pre-service teachers will explore a range of digital technologies including social media, website platforms, cloud-based technologies and digital imaging and media software, gaming and virtual reality platforms. Ethical and safety considerations within digital environments are a focus within this unit.

This unit aims to introduce multimedia skills to pre-service teachers who may have had limited experience with emerging communication technologies and develop their understanding of digital technologies and emerging digital cultures and their impact on society.

Pre-service teachers must develop an awareness of the increasingly complex contexts in which they will work as well as be conscious of, sensitive to and skilled in responding to sociocultural diversity and the unique family, community and societal experiences children bring to their learning.

This unit develops pre-service teacher knowledge and understanding of the historical context, policy frameworks, legislation and sociocultural factors influencing the experiences of learners in Australian educational settings. Pre-service teachers will draw on recent scholarly literature, educational policies and sociological theories to inform their knowledge and understanding of some of the key contemporary issues facing children, young people, schools, early learning settings and the broader community.

The overall aim of this unit is to develop the critical thinking skills required for researching, analysing, applying and reflecting on evidence-based strategies that support diverse school contexts and inclusive educational settings.

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

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

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

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

The registered nurse plays a central role in the provision of health care for people who experience health alterations. Health alterations occur across a range of settings and it is a requirement that the nurse is able to provide effective and holistic care for people experiencing these alterations. This unit is required by students to assist their ongoing development of theoretical knowledge, specifically in relation to nursing practice in the surgical environment. As part of an integrated curriculum this unit builds on previously acquired knowledge. In later units you will develop stronger clinical reasoning skills and a comprehension of nursing management of the complex surgical patient.

The principles of surgical nursing that underpin best practice will be demonstrated by the use of evidence-based case studies. Students will explore the roles of the surgical nurse across a variety of health settings, and within the context of the patient journey and the delivery of interprofessional health care. The content contained within this unit will inform nursing students’ future clinical practice across a variety of settings.

This aim of NRSG258 Principles of Nursing: Surgical is to support students in development of knowledge and skills for person-centred, evidence-based nursing care of individuals experiencing episodic health alterations or illnesses that require surgery.

This unit, which is part of ACU’s Core Curriculum, introduces students to philosophical reflection concerning some fundamental questions in ethics. Students explore a selection of key issues in metaethics concerning the nature of the good, the concept of moral responsibility, and problems in moral psychology concerning freedom, emotion, conscience, and intentions. Theories of normative ethics are also introduced, such as those based on duty, consequences, virtue, and natural law. Finally, students engage in philosophical exploration of practical moral problems drawn from fields such as business and professional ethics, environmental ethics, bioethics, the ethics of war, and/or issues in interpersonal relationships. Through reading some key historical and contemporary texts in moral philosophy, students are encouraged to identify, articulate and think through their own positions concerning the nature and complexities of the moral life, and to engage with the views of others. It also aims to enhance students’ skills in critical reflection on experience, the analysis of arguments, and the formulation and communication of coherent positions of their own.

NRSG139 is a pre-requisite unit for NRSG140. The aim of NRSG140 is to enhance skills and knowledge that students were introduced in NRSG139, and to develop these further to strengthen foundational learning of critical thinking, reflection and safe practice within the integrated practice units.

NRSG140 is the second integrated practice unit within the BN program and associated degrees.

In the nursing profession, it is a requirement that the nurse is able to link theory with practice and perform clinical duties which are underpinned by a theoretical understanding. To perform these skills well, the nurse must be able to reflect critically on their practice and appraise their performance to identify safe and best practice.

NRSG140 Integrating Practice 2 is required by students to assist them to use theory to drive their clinical practice and to understand how practice is guided by a continual process of assessment, diagnosis, planning, implementation and evaluation – skills critical for the nurse to deliver best practice.

This unit enables students to draw on their learning in previous subjects to extend and integrate theoretical and practical knowledge gained in the course to date. NRSG140 Integrating Practice 2 uses scenario based teaching and simulation learning activities in practical classes so that students integrate foundational nursing practice skills with theoretical knowledge. Students will consolidate their theoretical knowledge through clinical experience comprising 80 hours. Professional Experience Placement (PEP) is required to enable students to apply theoretical knowledge and demonstrate comprehensive and thorough safe practice.

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

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

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

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

Within the discipline of nursing, safe practice is paramount. Through critical reasoning, reflection and life long learning, unit NRSG138 introduces students to transitioning into the nursing discipline.

As the nursing profession is a discrete discipline, graduates entering this profession require a thorough understanding of the activities that they will be required to perform and the scope under which they will practice. The transition into nursing unit is required by students to embed fundamental knowledge around what it is to be a nurse, the professional governance and health care laws under which nurses practice, and the skills a nurse needs to perform their duties with a person-centered focus.

Safe and effective nursing care is based on acquiring sound evidence-based knowledge, and using that knowledge to promote, plan, implement and evaluate care to meet each person’s specific health needs. Fundamental to being a nurse is to care, and this unit explores professional values and what caring means within the context of Catholic Social Teaching. The Model of nursing and the Clinical Reasoning Cycle and the concept of reflective practice will provide platforms to discuss the professional issues presented in the unit.

NRSG138 is a theoretical unit and introduces students to the Australian health care system and working collaboratively inter and intradisciplinary. This is a first year, first semester introductory unit and is linked with the integrated practice unit NRSG139.

The aim of this unit is to introduce students to contemporary nursing concepts, and to inform your understanding of the character of nursing within the context of the Australian healthcare system.

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

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

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

A thorough understanding of the principles of anatomy and physiology is essential to conduct biomedical research or work in any of the health-related profession. By building on the foundations laid down in BIOL125, this unit expands students’ understanding pertaining to how the human body functions by discussing the endocrine, integumentary, digestive, urinary, reproductive, and immune systems and their various changes across the lifespan. Students will be introduced to foundation-level embryology as well as the body's response to pathogens, stress, and injury. Elementary concepts of pathophysiology and pharmacotherapy will also be introduced. The aim of this unit, together with the prerequisite BIOL125, is to provide students with an understanding of the structure and function of all organ systems in the human body.

The ability to describe, manage, analyse and interpret data is crucial to the practice of science. Therefore, it is important for biomedical scientists to understand and competently use statistical techniques and to be able to draw valid conclusions from statistical analyses. In this unit, students will learn to describe, manage, summarise, and present data. They will be introduced to the most commonly-encountered types of variables, learn how to recognise and apply appropriate statistical tests, and learn to interpret and effectively communicate the results. Students will gain foundational knowledge of statistical models used in biomedical science, and develop skills to implement such models by hand and using statistical software. The aim of this unit is to help students to develop the understanding and skills needed to recognise and apply appropriate statistical tools.

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

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

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

To be competent in their chosen profession, biomedical science graduates need to demonstrate thorough understanding of the morphology and function of cells and tissues and acquire core microscopy skills. This unit explores cells and tissues as the building blocks of the human body. Students examine the structure of human cells and tissues and develop an understanding of how structure fulfills function. Key topics include the plasma membrane and its role in the various mechanisms of cellular transport, structure and function of cellular organelles with a focus on cellular metabolism, and the role of the cell nucleus in protein synthesis and cell division. Students investigate the four basic types of tissue, and how they contribute to physiological processes.This unit aims to form the foundation for other disciplines including biochemistry and pharmacology and is a pre-requisite for later units; namely BIOL124, BIOL204, BIOL206, and BMSC207.

Perform must draining operations

Handle and store spirits

Perform effectively in a wine industry workplace

Perform fermentation operations

Conduct sensory evaluation of wine

Operate the bottle supply process

Participate in work health and safety processes

Apply food safety procedures

Academic English Level 2

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

The subject builds on a set of basic skills in program design and object-oriented programming. It covers the topics of inheritance and swing and provides knowledge and practice in advanced GUI programming and design. It provides practical experience in the design, construction, testing, and evaluation of object-oriented systems and shows how to develop a correct and well designed system from a specification.

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

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

Business Communication

Foundations of 3D

Fundamentals of C++

Introduction to public health

Foundations of anatomy and physiology for health practice 1

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

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

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

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

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

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

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

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



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

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


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

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

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

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

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

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

In a highly competitive environment, managers are required to manage and prioritise scarce resources and evaluate organisational performance. This undergraduate unit introduces basic accounting techniques and explains how they are applied from an internal and external perspective to the organisation. Students will consider how accounting information can be used to make informed financial and managerial decisions.

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

This undergraduate unit introduces students to the fundamentals of marketing and illustrates their relevance and application to contemporary business. Students learn about the key marketing theories and practices that provide organisations with a competitive edge. They also learn about the day-to-day challenges that marketing managers face, including identifying the most appropriate market segments and designing a marketing mix with maximum appeal.

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

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

This is the second of two units (Entrepreneurship Fundamentals Part A and B) that develop practical innovation and entrepreneurship skills. Innovation and Entrepreneurship are fundamental to long term business success, they are also the key drivers of future sustainability. In this unit, students will learn about business start-ups, ideation, pitch development and delivery, concepts validation, and launch. Fundamental concepts and theories are also covered including types of innovation, processes and barriers to adoption.

Innovation and Entrepreneurship are fundamental to long term business success, they are also the key drivers of future sustainability. In this unit, students will learn about business start-ups, ideation, pitch development and delivery, concepts validation, and launch. Fundamental concepts and theories are also covered including types of innovation, processes and barriers to adoption. Students will have the option to participate in an exciting three-day start-up event.

**Enrolment in this course may require approval. Click here to submit an enrolment request**

Modern businesses operate in economic environments influenced by a variety of stakeholders including consumers, firms, public bodies and governments. By studying how these agents make decisions and the influence these decisions can have on the economy and business helps the manager make better strategic decision for the business. This unit encompasses aspects of both the macro and micro economics as well as the challenges confronting contemporary managers and introduces the areas of ecological economics, the triple bottom line, natural vs. human systems and economic theory in relation to the UN's goals for sustainability. The unit equips students with the knowledge and skills that can be applied to strategic decision making for success in the competitive global and local business environments.

This unit equips students with essential skills required by business professionals, as well as student undertaking academic study. It develops academic literacies such as critical thinking, conducting desktop research, reading and reviewing secondary sources, professional writing, appropriate referencing, and presenting ideas in a range of contexts and formats. The unit also imparts the key professional skills required to operate effectively in dynamic business environments, including communication, negotiation and conflict resolution, stakeholder management, resilience and overcoming challenges, as well as career planning.

AIOT is designed to be an introduction in promoting academic integrity by increasing your awareness of the issues involved. Using pertinent cases as examples, the tutorial offers suggestions and solutions to help you recognize unethical behaviours, so that you can avoid committing academic misconduct unintentionally.

Academic integrity is a cornerstone of HKBU’s Whole Person Education ethos and HKBU takes academic integrity
very seriously. As one of the HKBU’s University Life Programme requirements, AIOT is specifically designed to stress
the obligations for all students to uphold the highest standard of academic integrity at HKBU.

Join us for an exciting one-week study tour that will take you to the heart of Malaysia. Explore Malaysian culture, business and contemporary society. Earn credits while travelling and having fun!

Spaces are limited. REGISTER NOW if you are interested!

Study the Malaysian culture, language, economy and business landscape.
Tour around Kuala Lumpur, Malaysia’s capital city and experience its multicultural diversity and metropolitan vibe.
Visit local companies and institutions to gain an inside look at Malaysian businesses and corporate culture.
Discover Penang, known as the Silicon Valley of the East and one of Asia’s best street food cities.
Take an edu-cultural tour of Putrajaya, a planned city and the federal administrative centre of Malaysia.

Builds upon and extends the knowledge covered in Electrical Principles and Circuit Theory and Analysis.
Topics covered include the main equipment such as cables, transformers, and circuit breakers and
associated protective devices used in the transmission and distribution of electrical power; standard
requirements for effective delivery of electrical energy through HV transmission and distribution
networks to various types of consumers; principles, characteristics and applications of various types of
protective relays; installation, maintenance and testing of electrical distribution systems with good
engineering practices in accordance to the relevant Codes of Practices/Standards

Builds upon and extends the fundamentals covered in Electrical Principles and Analogue Electronics.
Topics covered include solar radiation calculations, different types of PV modules, and systems, design
of grid-ties PV system and standalone PV system, electrical installation requirements according to the
CP5 regulations or equivalent.

This module aims to equip students with conceptual and practical knowledge in industrial control technologies and their applications. The components and sub-systems covered should be applicable to any industrial control system in general but also directly relevant to an Urban Transport System.
The module is taught from an engineering system perspective by first having an overview understanding of the RTS as a means for urban transportation. It will then look into the diverse technologies used in the control system. The topics include history of Urban Transportation and RTS
followed by control systems for Signalling, Automatic Train Supervision and Control, Automatic Train Operation and Train Protection. Supervisory Control and Data Acquisition (SCADA) and Programmable Logic Controller, as well as Communication Systems and Auxiliary equipment used in RTS will also be taught. Lastly, a good understanding of issues relating to safety and electromagnetic Compatibility and Interferences concludes the study of this module.

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

This subject will help you develop both the physical and technical skills in your chosen sports or fitness activities. Through a structured curriculum that facilitates group participation, practice sessions and mini competitions, you will learn to build lifelong skills such as resilience, leadership, communication and teamwork. Physical activity sessions will be supplemented by health-related topics to provide you with a holistic approach to healthy living.

This subject will help you develop both the physical and technical skills in your chosen sports or fitness activities. Through a structured curriculum that facilitates group participation, practice sessions and mini competitions, you will learn to build lifelong skills such as resilience, leadership, communication and teamwork. Physical activity sessions will be supplemented by health-related topics to provide you with a holistic approach to healthy living.

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

Effective Emergency Management

Static And Rotating Equipment

Hydrocarbon Exploitation And Development

Initial Kick-Off

SKG09 : Sequence Stratigraphy, L2

Skin

Renal and Urinary System

Musculoskeletal System

A description of the course can be displayed here.

Endocrine System

Cardiorespiratory

Musculoskeletal System

A description of the course can be displayed here.

Endocrine System

Cardiorespiratory

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

A description of the course can be displayed here.

A description of the course can be displayed here.

A description of the course can be displayed here.

Signal Interlocking & Maintenance

Provides knowledge to carry out schedule maintenance on electrical equipment of trains and train-cars in the depot, which includes the Total Information Management System (TIMS) and passenger communications.
Provides knowledge to carry out schedule maintenance on electrical power supply equipment of trains and train-cars in the depot, which includes auxiliary system and propulsion system.

Module 1 Digital Communications
Teaches the principles and techniques used in digital communication systems. Topics covered include signal analysis, digital pulse modulation (PCM, DPCM), digital modulation (ASK,FSK, PSK), transmission problems such as ISI, AWGN, BER & eye diagram, detection techniques, information theory and coding.
Module 2 Networks & Protocols
This module covers the introduction of networks protocols using TCP/IP, and the concepts and techniques used in the various networks. It aims to provide the students with the fundamental knowledge for Broadband Communications module

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

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

This subject examines the complex topic of climate change. It explores the basis for current and potential future climate change within the context of the historical and pre-historical records of climate change. The principal drivers (forcing functions) of climate change and their responses are examined critically. After surveying some fundamental concepts in climate science and the Earth’s climate system today, the subject briefly reviews ‘deep time’ perspectives of climate change to assess the magnitude of responses to climate change in Earth surface environments. It is shown that subtle changes in temperature can have profound environmental responses. Evidence for climate changes from Quaternary records (the past 2.59 Ma) and the current Holocene interglacial (past 11.7 ka) provide a foundation to evaluate the changes that have occurred since the onset of the Industrial Revolution from about 1850 AD. Different forms of proxy records of climate change are briefly considered, as well as their resolution and reliability. The ramifications of climate change are also discussed in terms of physical landscape responses and the human dimension of climate change as shown by archaeological records. The role of the four main ‘greenhouse gases’, water vapor, carbon dioxide methane and nitrous oxide are examined in the context of anthropogenically-enhanced greenhouse warming. The major sources and sinks of these gases are described. Past interactions between CO2 and climate, and how projections of future change are developed are also considered. Global warming may induce a variety environmental changes that will confront future societies such as the impacts of sea-level rise and coastal landscape change, general climate state, agriculture and food security.

This course provides an introduction to the fundamental principles underlying all chemical phenomena, and establish a sound basis for the further study of all branches of Chemistry. This will include aspects of structure and bonding, organic structure and reactivity, the distribution of energy in microscopic and macroscopic terms, and an introduction to the important physical parameters which describe the states of matter (solid, liquid and gaseous phases).

The theory and design of accounting information systems as currently used in organizations. Topics covered in this course include the systems development process to include the development of databases and systems flowcharting. Control of information systems is stressed as well as the auditing of accounting systems and project management.

This subject examines the ethical and professional obligations of financial advisers through the broad lens of ethical and professional theoretical frameworks. The obligations imposed by the values and standards of the FASEA Code of Ethics are explained and examined in detail. Students will develop the ability to recognise and respond appropriately to dilemmas that may arise in the course of providing advice.

This subject is the capstone subject of the Executive MBA program and draws on all previous learning to deliver a major, in company, consultancy report based on a pre-agreed challenge or opportunity facing the company currently. The focus of this subject is on data driven analysis and decision making to deliver a robust solution to a contemporary business issue.

The theories and techniques used for specialized accounting problems are studied in depth. Emphasis is placed on accounting problems encountered in partnerships, business combinations, consolidations and matters regarding insolvency and liquidation. Some accounting problems of multinational corporations and not for profit are examined by revieweing appropriate accounting standards, FASB standards and U.S. foreign tax standards. A research paper of publication quality which applies previously learned principles, theories, techniques, and tools to a particular case or situation resulting in a policy determination or personal conclusion is required.

Advanced Taxation

In this course you will learn how to manage a team of people and maximise their performance.