Practical language classes for students who have very little or no prior knowledge of Greek. This unit is based both on communicative methodology and a functional approach to language. By using the Greek language in a range of contexts, students will develop spoken communication (speaking and listening) skills and to a lesser extent written communication (reading and writing) skills.

This unit is a continuation of MGRK1601. It aims at strengthening students' oral communication skills and further developing their written skills. Having completed MGRK1602, students in their second year will normally enter MGRK2601.

The core of this unit is practical language segments aimed particularly at developing skills of listening, speaking and writing. It also provides introductory lectures on the history and culture of speakers of Greek in the post-classical world. Political and social developments described in lectures will be linked to the reading of texts; some in Greek, illustrating how Greek culture and literature have reacted to historical change and ideological repositioning.

This unit is a continuation of MGRK2601, and builds upon the knowledge and skills acquired during Semester 1.

The unit builds on the structures analysed in MGRK1622 and MGRK2602. Its particular purpose is to develop students' ability to write substantial continuous passages of Greek, concentrating on different methods for the effective building of clauses into sentences and sentences into paragraphs.

What is the meaning of "love"? Is it the same for different individuals and cultures at different periods? What is its relationship to desire, language and death? Why do the Greeks have three words for love and the English one? This unit of study explores the theme of love in a variety of national literatures including Arabic, English, Greek, French and Italian.

The course is predominantly theoretical in its approach, though examples from actual translation practice will be used, with special emphasis on the problems and the dilemmas of translating English into Greek. Its primary aim is to inform theoretically advanced students, empowering them to reflect critically on the possibilities of translating and the transformations of the text as it moves from one culture to another.

The unit explores the art and the act of translation from Greek into English, and vice versa, at the most advanced and complex level. It studies existing translations of literary and non-literary texts and investigates the validity of actual translations as well as the possibility of other translations. It focuses on a wide variety of texts from poetry, newspaper articles, economic analysis texts, medical texts, manuals of electronics, in order to analyse the various solutions give by specific translators and the principles that defined them. The unit finally grounds its analysis on the exploration of a number of theoretical approaches to the art of translating, providing a thorough critique of each specific theory.

Focusing on a selection of modernist poets including G. Seferis and O. Elytis, this unit explores the profound change brought to Greek literary life during the 1930s. Together with the analysis of specific poems, it will also examine the epistemological historical and social factors which facilitated this change, and it will explore the reasons behind the belatedness of Greek modernism by comparing it to its broader European counterpart.

This unit explores the political life in Greece after the establishment of the Modern Greek state (1828). It examines the main political parties, ideas, practices and personalities that shaped modern Greek state and nation-building from the inception of the Greek as a modern nation-state until today. The unit also explores major personalities and their impact on forming social policies in the country. Finally, the unit explores the most significant ideological movements that influenced modern Greek political life and social consciousness, investigating theories about the state, the nation and cultural identity as formed by structures and institutions introduced by successive Greek regimes.

This course aims to examine the marginalised attempts to modernise Greek literature of the beginning of the 20th century as an alternative to what is considered to be the dominant discourse of Greek modernism, i.e the so-called generation of the 1930s. This will involve the study of C. P. Cavafy, K. G. Karyotakis and some of the minor poets of the same period as well as new trends in Greek criticism put forward by younger critics such as T. Agras and Kl. Paraschos.The course will also attempt to draw parallels to the appropriate European context and to take into account relevant developments in Greek political life.

How did the Greeks deal with their long and varied past? Are they Greeks, Romioi or Hellenes? This unit will critically examine the major perceptions of the Greek cultural identity put forward by Greek intellectuals and artists from the enlightenment to date, placing particular emphasis on views which arose after the formation of the modern Greek nation-state. It will deal with issues of identity, tradition, nation, cultural continuity and discontinuity and it explores their relevance to the Greek Australian experience.

The unit explores the history of filmic production in Greece, since the beginning of the 20th century but with special emphasis on post-war films, cinematic movement and film-makers. It approaches Greek cinema from the critical point of national, class and gender representations by focusing on specific films and cinematographers from various backgrounds who contributed to the development of Greek cinema. Furthermore, it explores Greek filmic production as a transcultural phenomenon, in the Balkans (vis-a-vis Turkish cinema for example) as well within the context of post-war European cinema in comparison to the cinematic traditions of Italy, Spain among others.

Approved study in a tertiary level institution in Greece.

This interdisciplinary unit provides students with the opportunity to address complex problems identified by industry, community, and government organisations, and gain valuable experience in working across disciplinary boundaries. In collaboration with a major industry partner and an academic lead, students integrate their academic skills and knowledge by working in teams with students from a range of disciplinary backgrounds. This experience allows students to research, analyse and present solutions to a real¿world problem, and to build on their interpersonal and transferable skills by engaging with and learning from industry experts and presenting their ideas and solutions to the industry partner.

Interdisciplinarity is a key skill in fostering agility in life and work. This unit provides learning experiences that build students' skills, knowledge and understanding of the application of their disciplinary background to interdisciplinary contexts. In this unit, students will work in teams and develop interdisciplinarity skills through problem-based learning projects responding to 'real world problems'.