In this unit we explore the concept of reconciliation and its relationship to conflict transformation and peacebuilding at personal, community, national and international levels. We will use case studies to highlight the psychological, spiritual, cultural, structural and political dimensions of reconciliation in different contexts such as indigenous/settler relations, restorative justice processes and transitional justice after mass violence.

This unit explores the psychological dimensions of building peace in the world through cultivating inner peace or 'peace of mind'. We examine how it is that ordinary human beings can commit genocide and other mass atrocities, and how an understanding of underlying psychological processes can help with creating more peaceful communities. These inner processes include the effects of fear and trauma, and the development of empathy, resilience, healing and reconciliation.

This unit introduces students to the interdisciplinary field of Peace and Conflict Studies and the history, philosophy and politics of peace. Students will gain an understanding of the nature and causes of violence, the potential of nonviolence and the means of achieving peace with justice in different conflict settings.

This unit explores the interrelationship between human rights, peace and justice in theory and in practice. We examine the philosophical underpinnings, legal instruments, political strategies and ethical challenges involved in understanding and attaining human rights locally and globally. Students will engage in debates about global responsibilities for the prevention and prosecution of mass human rights violations as well as specific rights such as those of women, refugees and indigenous peoples and how they contribute to peace with justice.

In this unit students critically examine the role of the United Nations in promoting international peace and security. Contemporary and historical case studies are used to analyse the UN's performance in relation to such activities as peacemaking, peacekeeping, peacebuilding and peace enforcement. We assess the challenges facing the UN in achieving its mandate and implementing reform with a view to attaining peace with justice.

Research and writing toward a dissertation of 12000-15000 words on an approved topic under the supervision of an academic member of staff.

Completion of research and writing, and submission of a dissertation of 12000-15000 words on an approved topic, written under the supervision of an academic member of staff.

This unit will study the cultural contexts, origins, meaning and leading varieties of 'violence' in the modern world. How violence has been defined historically, its character and prevalence in different times and places, and changes in public perceptions, media presentation, tolerance, prevention and prosecution will be examined. Topics such as violence in the home, sport, public protest, sexual and racial relations, terrorism, genocide, warfare, youth culture and the criminal justice system will be considered.

This unit critically and experientially explores the philosophical basis and theoretical underpinnings of nonviolent civil resistance in local and global struggles against injustice. We will analyse the nature of power, the meaning of nonviolent action and how it can bring about social change. Extensive use is made of case studies of nonviolent social movements from across time and around the world as well as practical exercises to unpack assumptions about the use of violence and nonviolence.

People spend a large part of their lives dealing with organisations. Organisations require close proximity and communication between people, often under pressure. This unit analyses organisations and diagnoses dysfunctional practices. It explores conflict/consensus theories and organisational politics. Culture and the relevance of peace with justice in the workplace are explored, and theory and skills that lead toward satisfying outcomes are examined and practiced. Students will learn to apply tools to resolve conflict in the workplace and achieve peace with justice.

This unit examines media representations of conflict and their influence on the behaviour of those involved. It introduces creative ways for journalists, media development workers and media activists to apply principles of conflict resolution. Students diagnose 'war journalism' and 'peace journalism', and analyse conflict in a journalism context. Theories of news and concepts of objectivity and responsibility are critically explored. Students gain practical skills in peace journalism and media activism as well as devising peace journalism interventions in conflict-affected areas.

Religion is frequently blamed as the cause of violent conflict and yet peace and nonviolence are considered central to most, if not all, religions. In this unit we examine historical and contemporary case studies to deepen our understanding of how religion may be used to promote violence and how religion and religious actors can contribute to building peace and social justice. Students will gain an understanding of different religious traditions and build an appreciation of the issues involved in working with diverse faith communities in the pursuit of peaceful conflict transformation.

This unit of study will focus on the theory and practical application of facilitation, communication and conflict resolution skills in a community mediation context. Students will learn about various models of community mediation and will become skilled in the stages of community mediation through role-plays and simulation exercises. In addition to specific training in community mediation, the unit provides students with transferable skills and knowledge about mediation.

International aid efforts are often delivered in contexts affected by conflict, and risk feeding the conflict rather than alleviating it. Conflict sensitivity is about minimising the negative impact of aid (do no harm), and maximising its positive potential. Nowadays a core operating principle for international development and humanitarian organisations, being conflict-sensitive is essential in making aid more effective and accountable. This unit is designed as a practical, skills-based workshop suitable for professionals or advanced PG students wishing to engage in field-based work.

This unit offers students the opportunity to gain a working knowledge of social justice practice by undertaking a project-based placement in a domestic or international organisation. Under the supervision of the organisation, students undertake a specific focused task or set of tasks relevant to the organisation's mandate. Building on knowledge and skills developed in SCLG6923, this unit allows students to draw links between their practical project and scholarship relevant to their host degree program. Completion of this unit of study is assessed as pass/fail. Department permission required.

This unit of study provides students with practical training in experiential learning methodologies with application to working in the social justice sector. Students will also be introduced to cross-cutting issues in the sector, such as funding, and will receive training in vocational competencies, such as cultural competence and project management. Assessment in this unit of study allows students to critically apply their own area study and/or disciplinary lenses in setting professional development goals and planning a future project. Department permission required.

The human right to adequate food is considered in light of recent developments in economic and social rights to complement civil and political rights: historical foundations; the influence of the World Food Summit 1996; the application of the human right to adequate food in various contexts - specific countries, in relation to refugees, infants etc; analysing concrete situations to identify violations of the human right to adequate food; and formulating proposals for policy and legislation to realise the human right to adequate food in specific contexts.

This unit offers a comparative consideration of different concepts of democratisation and development including the criteria for compiling country development indices and typologies of democracy. Experiences of implanting and/or imposing democracy are examined in Japan, Iraq and other nations. The pan-Pacific model of development, and the pros and cons of using authoritarian means to achieve it, is also considered, with examples including Indonesia under Suharto and Singapore under Lee Kuan Yew. Relationships between development, conflict and poverty are examined - do elections lead to more democracy? More development? Or do they allow authoritarian winners to institutionalise power? What about the coup in Thailand?

An in depth critical exploration of the context, concept and development of the Global Compact, with an examination of the theoretical underpinnings of the notion of corporate social responsibility and the role business can play and should play in pursuit of peace and justice. Human rights principles, labour rights principles and environmental principles: where do they come from and how can they be applied in different situations? The role of business in zones of conflict and enabling economies of peace is considered in light of current case studies and experience.

This unit of study introduces students to the theory and practice of conflict analysis and resolution. Students will gain an understanding of the various methods of conflict management, resolution and transformation, and will learn skills that can be applied across the spectrum of conflict types from interpersonal, family and community, to inter-ethnic and international.

The unit introduces key social science concepts relevant to Development Studies. Students will learn to identify and critically assess fundamental ideas in social theory, including society as social facts, social action and change, the moral dimensions of human life, intercultural relations, and the idea of the global and universal in human societies.

This unit focuses on the strategic dynamics of the Asia-Pacific region and the security challenges it faces. It combines a grounding in International Relations theory, and concepts of strategy and security, with a series of dedicated country profiles. Issues such as great power rivalry, nuclear proliferation, terrorism, piracy, and environmental degradation are all considered. The overall objective of the unit is to engage with issues and arguments about strategy and security that relate specifically to the Asia-Pacific region. Teaching and learning take place via a combination of lectures, student-led seminars, and independent research.

This unit assesses the political and security significance of disease-related events and developments. Whether one contemplates historical experiences with smallpox, the contemporary challenges posed by diseases such as HIV/AIDS and SARS, or the risks arising from new scientific developments such as synthetic biology, it is clear that diseases exercise a powerful influence over civilised humankind. The unit concentrates on areas in which human health and security concerns intersect most closely, including: biological weapons; fast-moving disease outbreaks of natural origin; safety and security in microbiology laboratories; and the relationships between infectious disease patterns, public health capacity, state functioning and violent conflict. The overall aim of the unit is to provide students with a stronger understanding of the scientific and political nature of these problems, why and how they might threaten security, and the conceptual and empirical connections between them.

This unit critically examines the notion of state fragility within the global system. It investigates the characteristics of so-called 'fragile' and 'failed' states, and the nature of international engagement with (and discourses about) these states. It explores various perspectives on state formation in both Western and post-colonial contexts, and emphasises the ways in which knowledge is produced about non-Western states. The unit expands upon the theoretical literature with evidence from case studies in Africa, the Middle East, and South Asia.

This unit assesses the nature and effectiveness of civil-military cooperation and coordination in preparing for, responding to, and averting the impact of natural disasters (such as the 2004 tsunami) and conflict, particularly in Australia's nearer region. The new realities of intra-state conflict and support to fragile states have seen Australia commit increased resources to enhance prospects for stability and reduce population displacement, while promoting economic development and achievement of the Millennium Development Goals to reduce poverty. Students in this unit will examine the nexus between state-centric and human security, as well as the difficulties for military forces and humanitarian actors in navigating the 'space' in which they are co-located. Policies, principles and practices of the Australian Government, the United Nations, and other key international actors and non-government organisations are considered. Attention is also given to disaster risk reduction and peace-building strategies to help minimise the severity of natural disasters and the reversion of fragile states into conflict. Focus is given to the problems and severity of population displacement, and to the civil-military requirements to implement population protection, particularly under the Responsibility to Protect framework. The overall aim of the unit is for students to gain a better understanding of the boundaries and complexities of civil-military relations in disaster and conflict situations, and to consider initiatives relevant to Australia.

This unit examines the drivers of conflict and insecurity in the contemporary Middle East, starting with a theoretical framework that investigates the processes of state-formation and external intervention in the region. The unit focuses on the interplay between domestic factors (such as rentierism and regime dynamics) and international factors (including geopolitics/geo-economics, and the military industrial complex), and uses several detailed case studies to explore the relationship from various angles.

This unit introduces students to the basic knowledge of the issues, challenges, and policies related to nuclear arms control and non-proliferation. The principal objective is to give students a better understanding of the politics of arms control and non-proliferation and help them develop the analytical skills for undertaking policy-relevant research and the ability to develop policy recommendations. The unit is also designed to examine proliferation problems and the ways that arms control can contribute to national and regional security.

This unit aims to supply students with an introduction to military affairs and the conduct of war. It considers the complex relationship between politics and strategy and examines strategic thought, the application of land/air/space/naval power and military technologies. It applies this knowledge to interactive case studies before proceeding to investigate more contemporary strategic problems such as the 'revolution in military affairs', 'new' wars, and counter-terrorism and counter-insurgency.

The post-1949 era of 'development' has seen a philosophical and policy shift from nation-building projects of 'modernisation' to the local responsiveness of market forces and civil society. An anthropological emphasis on cultural and local difference and a sociological understanding of state and civil society provide a critical perspective on both this history and current debates. Case studies raise questions of health, gender and childhood, project success or failure, and of the hopes and skepticism development evokes.

Development is an international and intercultural process that seeks to both implement projects with specific objectives, and change the way people live and think. Language, as communication both enables such projects and is a source of incomprehension, misunderstanding and exclusion within them. Education as the longer term attempt to change the thinking and values of people and communities also has language at its heart. This unit examines the nature and politics of language and education and their relationship within development.

Poverty reduction has always been a central development goal. Major international programs such as the UN's Millennium Goals place poverty at their centre. New explanatory concepts such as social exclusion, capability, social capital and sustainability have considerably expanded our thinking about its nature. Students will examine cases from many parts of the world of the way discourses, policies and development practices operate together, enabling an evaluation of contemporary approaches to poverty and their effects on those most vulnerable.

Project design, dynamics and evaluation are key elements of the management and delivery of development initiatives. This unit focuses on the history, significance, context and design of evaluation in that process. The unit addresses debates about participatory approaches to evaluation, quantitative and qualitative methodologies. Assessment is organized around the design of a proposal for a project evaluation.

This unit of study provides an integrated and interpretive approach to understanding the culture and politics of health development in middle and low-income countries. The structures and processes that inform the politics and culture of health development are global, regional and local, and encompass and operate at different social and institutional levels in diverse settings. The articulation of these will be studied, along with the processes and transitions to local worlds that unfold in embedded cultural and social contexts.

This unit allows students to develop the collaborative and project development skills required in the development industry. Students will develop those skills as they are developed in the industry through collaborative practice, mentorship and peer-lead mini-projects building to one large project.

This unit examines the evolution of international employment opportunities as a feature of the globalisation of economies. Different approaches to the analysis of labour markets provide conceptual frameworks for examining the changing character and structure of global employment and international migration. Case studies examine the effects of state regulatory arrangements and international institutions governing cross-border labour migration and cross-border employment in multinational firms, including professionals, skilled and unskilled workers.

The unit explores the core concepts of Political Economy through the lens of the principal schools of economic thought which comprise the social science discipline of economics. The historical origins of each school are identified along with their methodological approaches and analytical tools, policy prescriptions and insights. This examination illuminates the different views about the dynamics of the capitalist economy and lays the foundation for the application of political economic reasoning to a wide range of contemporary issues.

This unit introduces students to environmental economic theory, ecological economics, and other critical perspectives in order to develop an understanding of the parameters that define management of economy-environment interactions. Students will develop a critical appreciation of the systemic nature of the pressures imposed on environmental/ecological systems and the intractable problems this presents. The unit examines the different tendencies that inform environmental management and sustainable development; and the relative merits/weaknesses of the strategies and policies advanced.

This unit links debates over social rights and democratic legitimacy to structural economic arguments. It introduces the competing arguments over social rights and the struggles that have created them, and promotes the use of evidence in these conceptual arguments. The approach of economic liberalism to rights is examined. Important global issues involving rights and economic argument - such as self-determination, land rights, food security, fair trade and economic governance - are examined.

This elective is designed for International postgraduates who are new to study in an English language university. It supports the development of study, research, and critical thinking abilities, spoken English and academic language. Knowledge acquired in this unit will strengthen written and spoken English to help meet the standards necessary for successful completion of FASS Masters by coursework degrees. It is recommended that this elective be taken during the first semester.

This elective supports development of skills in critical analysis, writing in different genres, research, presentation, and developing individual scholarly 'voice'. While valuable for all commencing postgraduates, it is of particular benefit to those returning to academia after an extended break, or for International students wishing to orient themselves to local standards of practice for academic communication. This unit is structured to have additional seminars and lectures early in the semester and fewer later in the semester so students have the opportunity to apply new skills to all their coursework. The unit is ideally taken in the first semester of study.

This Unit of Study addresses the connections between human rights and the environment. We examine an array of environmental and natural resource management challenges through a human rights lens. Students will develop the skills to describe, interpret and analyse the relationship between environmental issues and human rights norms. We study the complexity of the human rights / environmental nexus in both conservation and development contexts. Topics include conservation and protected areas, rivers and dams, mining, climate change and forests. Throughout the course we consider the value, and limitations, of a human rights based approach to environmental decision making.

This unit examines major concepts and theories of comparative politics. Employing a range of theoretical perspectives and drawing on diverse cases from around the world, it explores topics such as the state, political regimes, development, institutional design, and state-society relations. Several major research traditions, schools of thought, and methodological approaches will be considered, and students will acquire the basic tools of comparative analysis.The unit will also explore some of the major debates and controversies among scholars working in this area.

Southeast Asia's economic experiences and socio-political challenges will be examined within an historical and comparative context in order to better appreciate the economic continuities, understand the major socio-political dilemmas and changing patterns of development. Themes such as the significance of colonialism on post-colonial economies and polities, role of the state in the national and global economy, causes of the region's high-speed growth in the 1980s and 1990s, subsequent economic downturn and future prospects, changing complexion of foreign investment, significance and operational dynamics of the Overseas Chinese Business Networks, salience of socio-economic and ethnic tensions, contradictions associated with the promotion of open economies within authoritarian political structures, the relationship between economic and political corruption, prominence of political Islam, rise of civil society actors, implications of the national and regional reserve army of labour, efficacy of the Association of Southeast Asian Nations (ASEAN) and the region's economic and security links with Northeast Asia will be analysed.

This unit will provide an in-depth examination of theories of political regimes and regime transitions. Political scientists have developed a variety of theories to explain democratic breakdown and democratization, and formulated an expansive typology of regimes to describe the diverse forms of democracy, authoritarianism, and 'hybrid regimes.' This unit provides a broad overview of theories of political regimes and regime transitions, and introduces students to some of the major debates and controversies in this field of study.

This unit aims to introduce students to how states and other actors in the international arena cooperate to build institutions as a response to common problems. After completing the unit students should be able to analyse contemporary international organisations to see how they work, whose interests they serve, and to what degree they attenuate or enhance the power of sovereign states.

This unit reviews developments in international security since before World War l, to recent events like September 11 and its aftermath. The principal focus is on developments since the end of the Cold War and the collapse of Communism. The unit takes account of traditional notions about the causes of war and the conditions of peace, as well as changes in the structure and process of contemporary international relations.

This unit explores the strategic relationship between the great powers in Northeast Asia, potential arenas of conflict, China and India's rise, Sino-Japanese tensions, North Korea as a potential nuclear weapon's state, inter-Korean relations and the US alliance system. Are we seeing the beginnings of a new security dilemma as Asia's rising powers extend their political and economic influence upsetting the established order? Will they challenge US strategic pre-eminence in the region ushering in a new age of super power competition, or can the region work together towards common security objectives?

It is widely believed that we are entering a new era in which the transborder flows of capital, goods, ideas, and people are rapidly transforming human society. 'Globalisation', many claim, threatens the autonomy of nation-states and erodes the power of national governments to provide social protection and promote the nation's economic prosperity. This unit examines not only the causes and mechanisms of this process, but also assesses its social, economic, and political impacts. The views of radicals, transformationalists, skeptics, and institutionalists are compared and criticised. While globalisation is often viewed as a singular process, trending towards a global society, this unit offers a distinctive approach. Globalisation has uneven and highly differentiated impacts, whether harmful or beneficial, and this unevenness is closely associated with the nature of institutions of governance, at both the domestic and international levels.

This unit examines the environment as a political and policy issue. Although relatively recent, the environment has become a full-fledged public policy issue exerting influence in local, national and international arenas. The unit will first focus on the specific features of the policy that influences the capability of contemporary societies to enhance the management of environmental resources and of public goods in general. Second, it discusses the development of environmental policy in Western countries, with a particular emphasis on the European Union. Third, a grid for the analysis of environmental policy will be presented, with a discussion of the main actors (political, institutional and socio-economic) involved in it and of the factors (interests and ideas) influencing their positions. Fourth, the unit briefly discusses environmental conflicts and consensual approaches used for tackling them.

This unit is organised around the upsurge in regional economic and security cooperation within East Asia and the more nebulous Asia Pacific in the last 15 years. It also looks at academic efforts to define East Asia and the Asia Pacific as regions. The first part of the unit covers the domestic similarities in East Asia and what these mean for East Asian and Asia-Pacific regionalism. The second part of the unit covers efforts to develop regional institutions like APEC and ASEAN and the role of these institutions in spurring regionalism. While the Asia Pacific and its sub-regions are the focus of the unit, both domestic and global economic and political forces are fully integrated into discussions. The unit provides critical insights into the reasons for the upsurge in regional economic and security cooperation, its likely trajectory and how East Asia and the Asia-Pacific are defined.

This unit introduces students to some of the most important contemporary structural changes in the global political economy and power structure with special attention to non-state actors (including corporate ones) and global civil society. The unit begins with an outline of the dominant modes of thinking about international political and economic relations, surveys some of the main theoretical schools and then examines global politics and political economy in terms of those events and forces that have been or are capable of precipitating major change. The historical focus will be principally on the role of war (including the so-called War on Terror), globalisation, power shifts and ideological innovation (including American unilateralism and Islamic fundamentalism) in the post Cold War period. The new agenda of international politics will be explored in a theoretical perspective - including the climate change emergency and the issue of effective global governance; the struggle for global social and economic justice, and the global prospects of democracy. The unit is designed as an advanced introduction to international relations for students pursuing postgraduate studies.

Adopting a comparative politics perspective, this unit of study explores the relationship between gender and family roles to state development, particularly in the aspects of political participation, human rights, and the transformation/revolution of state forms. The unit will also focus particularly on the impact of two higher order social institutions: religion and the state, and examine how both have influenced women and the family in both capitalist and socialist states.

Why do states behave the way they do? Using a historical perspective, this unit explores the ways in which the different theories of international relations account for what shapes the international system - who are its main actors, what are its determining forces and structures. It examines both how these theories have vied with one another within inter-paradigm debates and how they developed in relation to specific historical events. These theories include realism, idealism, neorealism, neoliberal institutionalism, Marxism, the English school, constructivism, poststructuralism, feminism, post-colonial approaches. While no prior study of international relations is required, a willingness to engage with theoretical thinking and grapple with complex questions of ontology and epistemology is essential.

This unit examines the challenges of modern representative government. Comparing models of democratic politics, we assess the continuing relevance of political institutions, such as parliaments and parties, and consider political processes, citizen disengagement and new forms of participation.

This unit provides an overview of contemporary debates about policy making in democratic states, such as Australia. It examines how 'governance' is constituted by the interaction between the state and civil society. Governance is an emerging area of interest for both government and non-government organisations, and this unit analyses the way these social, economic and political organisations interact to both create public policy agendas and lead to social and political change. The unit covers the configurations of policy communities, political networks and social movements which shape both representative and participatory democratic practice. There is a particular emphasis on understanding the strategies that different political actors adopt.

From the ban on 'Supertrawlers' to investigating the 'live baiting' of greyhounds, modern public policy addresses contemporary issues in ways that mobilise or mitigate public sentiment. Understanding policymaking increasingly depends on analysing how the emotionality of a topic and the salience of an issue create penalties for actors and may influence policy responses. This unit focuses on the way emotional issues rise on the political agenda and can lead to short-term policy responses

In an urban society, cities form the locus for critical public policy challenges. This unit considers the multi-level, co-governance of cities in the comparative context of Western democracies. It considers the validity of contending theories of urban governance and explores the systemic tensions between public policy goals, such as subsidiarity and solidarity. It seeks to equip students with a critical understanding of the complexities and challenges of urban politics and policymaking in real world application.

Some science and technology can be used for both benefit and harm. This interdisciplinary unit critically examines the security and policy implications of dual use research and related technologies across several important fields, ranging from nuclear and information technology to the life sciences. Students will consider the costs and benefits of specific developments in science and technology, as well as the various mechanisms that governments and civil society can use to mitigate the risks that new knowledge or tools will be used for nefarious purposes.

Much recent attention has focused on preventing corruption and improving ethics in public sector organisations around the world. This unit equips students to identify and analyse different forms of corruption and ethical failure, and to reflect critically on the best ways of combatting corruption and enhancing ethics in the public sector. The unit takes a comparative approach to these issues.

This unit will examine critical perspectives on international development. It will explore key questions concerning development, including: Have efforts to 'reduce poverty' been effective? What are the various meanings associated with development concepts like 'building capacity' and 'empowerment'? Is there any consensus about what development is and how to 'do' it? The unit will include an analysis of how much has been learned about development over the last fifty years. Finally, the unit will consider what role might individuals take.

'The leader points the way.' Eleanor Roosevelt. Leadership is a story that resolves these questions: What is a leader? What kinds of leaders are there? Is democratic leadership different from other kinds? Is leadership in a local community similar to that in national politics or international politics? Are leaders made or born? Is leadership generic? Is it the same in Europe and Asia? What is the difference between a leader and a manager? This unit reviews and evaluates theories of leadership. Participants' experiences and perceptions of leadership are an important part of the unit.

This unit provides a comprehensive theoretical and empirical introduction to the problem of terrorism worldwide and its impact on global security. It will cover the origins of terrorism, the structure and behavior of terrorist organisations, social, political, economic, and technological trends that impact terrorism and the threat it poses, and the complexities of counterterrorism policy. The knowledge and analytical skills acquired by students in this unit will be instrumental in understanding the challenge of terrorism.

This unit focuses on the nature of public policy and the processes by which it is produced. Relevant issues are common to all nation states, although they take specific forms in each individual country. First, the unit takes an overview of public policy - dealing with basic themes such as 'What is policy?' through to different approaches to understanding the policy process. These include policy cycles, rationality, interest groups, institutions, and socio-economic interests. Second, it maps out and examines the main components of public policy making: actors, institutions and policy instruments. Third, it focuses on aspects of policy-making processes which often attract a high level of attention from analysts. These include problem definition, agenda setting, decision-taking, policy implementation, policy evaluation and crisis policy-making. Fourth, it examines wider issues in terms of the state and who ultimately holds power over the making and shaping of public policy. Finally, it examines the 'bigger pictures' of long term policy trends, and the extent to which national policy making capacities and processes have been affected by globalisation. Assessments offer a large element of flexibility, allowing students to concentrate on areas of particular interest.

The course is focused on two major concepts which are mobilised in the explanation of the way we are governed: 'public policy' and 'governance'. It aims to clarify what is meant by these constructs, and how they can be used in the analysis of governing. It examines the argument that 'governance' denotes a change in the way we are governed, and works through a combination of analytic development and detailed empirical cases to establish the significance of these concepts in both the analysis and the practice of governing.

This unit outlines some of the most important developments in contemporary public management and governance and how these relate to the everyday practices of those working in the public sector. It uses examples drawn from a number of OECD countries to: critically analyse the forces that have driven the move towards 'public management'; examine the theory and practice of 'public governance'; evaluate the merits of these developments; and apply this knowledge to better understand specific developments across different contexts.

This unit examines the interplay between international and domestic policy making. It evaluates the international context of policy making and public management in domestic arenas, attending to the roles of international governmental organizations and treaties, pressure groups, and multinational corporations in shaping policy decisions. It evaluates the diffusion of policy ideas and programmes internationally and the transfers of policies from one country to another and interrogates the factors that facilitate or frustration implementation.

This unit of study covers immigration policy debates in the world's three largest immigrant selecting nations - Australia, Canada and the United States - with additional reference to developments across the European Union. Students will analyse the regulation of skilled, family, asylum and illegal immigration and the determination of the size and composition of immigration programmes. Integration and citizenship policies are also considered. In all of these debates, the role of policy instruments, institutions and actors in the policy process are considered.

This unit provides a foundational understanding of the content and philosophical justifications of human rights norms. Philosophical, historical and positivist perspectives will be brought together in this unit to allow students to grasp the content of human rights and the justification for norms that become law and to think about how to develop other justifications in the different cultural and social contexts. Using a case study method it will cover institutional protection mechanisms, including UN treaty and charter bodies.

Using a case study approach, this unit helps students to analyse the causes and sustaining dynamics of human rights violations along a number of dimensions; cultural, economic, organisational, social and political. Students will then acquire analytic and practical capacities and skills to assess the merits and feasibility of different types of interventions and design intervention strategies. It considers the impact of different types of interventions and the processes available for assessing the human rights impact of other laws, policies or developments.

This unit of study will provide students the opportunity to assume institutional roles within the international human rights framework, and understand its opportunities and constraints in responding to social problems rooted in inequality, precarity and violence. This unit reaches beyond traditional classroom instruction by simulating a range of human rights issues to which students must respond, engaging students in exercises designed to practice skills for future human rights advocacy, including data collection, interview techniques, and engaging with the media.

In today's globalised and multicultural societies, cross-cultural communication is common enough. Even so, it continues to be a challenge, both for people who engage in cross-cultural communication on a daily basis, and for researchers trying to describe and understand it. In this unit of study we will consider a variety of discourse-analytic approaches to studying cross-cultural communication, including conversation analysis, speech act theory, interactional sociolinguistics, the ethnography of communication, and critical discourse analysis. In our analyses of actual samples of cross-cultural communication we will pay particular attention to the social positioning of participants in an interaction, and the ways how social relationships (particularly of power and intimacy) between participants are reflected in their linguistic practices. The unit will end with exploring applied perspectives, particularly on cross-cultural communication in educational, courtroom and workplace interactions.

Media Relations provides students with practical experience in seeking media coverage for a specific issue on behalf of a non-profit organisation. It requires students to research, design, present, implement and evaluate a communication plan, and to develop key tactical elements including media releases for distribution across multi-media platforms.

International media practices teaches students to map, compare and debate the power of digital media systems around the world. Within this framework, it explores concepts of hybridity and practical examples of intercultural media practice. Students will access diverse online media and examine future professional employment options.

This unit aims to provide an overview of common health issues and emerging travel-related diseases, with a general look at prevention and control of these problems for travellers or those intending to work in tropical or resource-poor settings for a significant period of time. During the short course, students will also explore issues such as pre-travel preparations, vaccinations, protection from vector-borne diseases, gastrointestinal illnesses in travellers, refugee health, disater preparedness focusing on water and sanitation and travel health issues in humanitarian and disater relief settings. The teaching method is face-to-face teaching only. Attendance is compulsory.

This unit gives students an overview of public health aspects of humanitarian emergencies in developing country situations and the range of appropriate responses. This includes considering problems faced by government and non-government organisations in humanitarian emergency relief efforts. Topics covered in the unit include international and human rights law, the role of donor agencies, refugee health, nutritional emergencies, site planning for refugee camps, water and sanitation, sexual violence, protection of vulnerable groups, and communicable disease surveillance and control.

This unit aims to present an overview and critique of mental disorders in an international context. It covers broad issues related to the classification of disorders, their prevalence and population burden and their determinants. While the focus of the module is on international epidemiology, the course also aims to promote understanding of the economic and humanitarian implications of the burden of mental and substance use disorders for prevention, treatment and health policy. The unit will cover what a mental disorder is, how frequent and how disabling mental disorders are and what the major correlates and determinants of mental disorders are,with a focus on health policy.

Health systems are complex and multi-faceted. Successful health systems require attention to political economy, governance, institutions, and local context. This unit will cover health systems in developing countries to equip students with a conceptual understanding and a set of tools to address major public health challenges from a health systems perspective. With a focus on evidence-based decision making, the unit will provide an understanding of health systems including specific topics such as health workforce, financing, service delivery, information systems and policy, and how these impact health interventions and health status in less developed countries. A multi-sectoral, integrated model will be used to understand the varied aspects of development challenges related to health systems. A case study approach will then provide students with concrete examples of health systems challenges and will strengthen students' ability to view health problems in a holistic, multi-faceted manner. The unit will provide students with the tools needed to make a practical difference in health systems in less developed countries with emphasis on implementation of health projects and bringing interventions to scale.

This unit addresses debates about global and regional migration governance from structural as well as agency-related angles, by exploring the role of institutions at the global and regional level as part of the solution finding process to global challenges such as the movement of people across borders. It focuses on migration policy as an issue of ethics, governance, regulation and implementation at the regional and global level.

This unit will provide an analysis of theories and practices of citizenship rights in Australia, other Anglophone countries and European countries in the 20th and 21st centuries. It will examine the relationships between different modes of citizenship, claims for rights and the formation of social movements with regard to the women's movement, Indigenous movements (where applicable) and movements concerned with migration, ethnic diversity and multiculturalism. Analyses will focus on the processes, content and outcomes of social movement advocacy.

This unit introduces students to key issues, debates and ethical questions in human research, enabling them to acquire knowledge and develop skills for research degrees and funding applications. It examines values and principles of research ethics, and encourages students to reflect on these in relation to research with human subjects.

This unit explores a series of issues of controversy and debate in social theory. These include debates over: the information age; new information and communication technologies; the new capitalism and changing work practices; the cultural sphere; new forms of power and surveillance; shifting claims to insight in knowledge societies; the role of education in social inequality; the bases of making knowledge claims; and globalisation. The unit involves both face-to-face seminars and online discussions.

This unit will provide students with an appreciation of the Indigenous peoples' struggle for Indigenous rights through an understanding of international, regional and national processes relevant to this struggle. Students will not only learn about Indigenous peoples histories in relation to colonisation and state building and the relevance of the nation-state and governments to the struggle for Indigenous rights but also the significance of international law, globalisation and economic development to Indigenous peoples struggle for Indigenous rights.

Quantitative methods are vital to social science. This unit introduces students to commonly used techniques for collecting and analysing numerical data to answer empirical questions about social, cultural, and political phenomena. It addresses the description of data with graphs and tables, descriptive statistics, statistical models, hypothesis testing, and other topics. The unit is appropriate for beginners, who will gain perspective and confidence conducting their own quantitative research and critically understanding that of others. It is taught in a computer lab, giving students practical experience with statistical software.

Qualitative research rests at the heart of social science. This unit introduces students to commonly used techniques for collecting and analyzing categorical data to answer empirical questions about social, cultural, and political phenomena. It examines case studies and comparative history; interviews, ethnography, and fieldwork; plus archives and content analysis, among other topics. Instruction is provided by a team of teachers with experience using these methods. Students therefore gain valuable insight into how to conduct and consume qualitative research.

This unit will provide a sophisticated understanding of the making of American foreign and national security policy from "inside the beltway." As a democratic country, the process of its foreign policy making has more domestic influences and pressures than many other countries. This unit provides students with a detailed understanding of the domestic, societal and international sources of American foreign policy, including the roles of: individuals, the bureaucracy, the NSC and interagency process, lobby groups, Congress, public opinion, the media, parties and partisanship, think tanks, presidential doctrines, US political culture and discourse, and more.

This unit examines the motivation and meaning behind the claim that the United States of America is an exception nation. What exactly is an exceptional nation? Is the US exceptional or just different? How has the idea of exceptionalism evolved throughout American history? What are the implications or consequences of exceptionalism? To what extent and in what ways has the idea of exceptionalism shaped US history and influences America's relationship with the rest of the world?

This Unit will focus on media coverage of political campaigns and politics in America. It will look at the role of the media in American society in shaping debates and also the power of the American media globally. The impact of the internet on American journalism will be discussed as will the future of the media.

Quantitative methods are vital to social science. This unit introduces students to commonly used techniques for collecting and analysing numerical data to answer empirical questions about social, cultural, and political phenomena. It addresses the description of data with graphs and tables, descriptive statistics, statistical models, hypothesis testing, and other topics. The unit is appropriate for beginners, who will gain perspective and confidence conducting their own quantitative research and critically understanding that of others. It is taught in a computer lab, giving students practical experience with statistical software.

Qualitative research rests at the heart of social science. This unit introduces students to commonly used techniques for collecting and analyzing categorical data to answer empirical questions about social, cultural, and political phenomena. It examines case studies and comparative history; interviews, ethnography, and fieldwork; plus archives and content analysis, among other topics. Instruction is provided by a team of teachers with experience using these methods. Students therefore gain valuable insight into how to conduct and consume qualitative research.

This unit focuses on conducting research in political economy. Weekly seminars examine a range of topics including research design, literature review, data collection and analysis, and writing a research proposal. The seminars provide an opportunity for critical discussion to identify, debate and reflect on the nature and challenge of undertaking research. The assessment is structured to assist the progressive development of a research proposal. Completion of this Unit of Study is a pre-requisite for a Masters dissertation.

This unit will provide students with the fundamentals for constructing and conducting effective research projects in the social sciences. An overview of social science inquiry will be presented through an examination of the diversity in theoretical and methodological approaches used in research. This will include a focus on both primary research, using interviews and questionnaires, and secondary research, using statistical databases, content analysis and textual analysis. Both quantitative and qualitative methods will be covered in the unit, as will an overview of ethical practices associated with research design. The assessment will be based around constructing practical research projects that can be utilised in both university and workplace-based research.

This unit introduces students to key issues, debates and ethical questions in human research, enabling them to acquire knowledge and develop skills for research degrees and funding applications. It examines values and principles of research ethics, and encourages students to reflect on these in relation to research with human subjects.