ARTS1240 Environment and Society Assessment 代写

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ARTS1240 Environment and Society Assessment 代写

ARTS1240 – – Environment and Society

Assessment 1 – – Essay 1 1

Value: 35%

Length: 1,500 words

Due: 4pm, Friday 7 April @4pm (Week 6)

Environmental history provides an invaluable lens on our contemporary environmental

crisis. Discuss with reference to one specific environmental issue.

This question is concerned with the significance of historical perspectives to our understanding of

environmental issues.

To answer this question well you will need to say a little about the relevant field: environmental

history (what is it? Where does it come from?). You will also need to introduce your chosen

environmental issue (e.g. climate change, drought, extinction). Both of these things should be done

very briefly. The bulk of your short essay should be focused on bringing these two topics together:

How does an historical approach help us to understand this particular environmental issue more

fully? Does it challenge dominant cultural assumptions? Does it ask us to develop new policies or

approaches?

You should try to provide specific examples and flesh them out. For example, you might argue that

environmental history helps us to approach bushfires in a specific way: it presents us with possible

practical lessons that have worked (or failed in the past), it challenges our assumptions about the

landscape we live in and what kinds of settlement patterns are appropriate (e.g. the Griffiths

reading in week 2).

Of course, you’re also free to disagree with the proposition in the question: perhaps environmental

history doesn’t offer an invaluable lens? Or perhaps it is helpful in some ways and not in others?

Suggested Texts

The sources below only offer a starting point for research. You are expected to go beyond them –

and the set readings in this course – to find other interesting examples and arguments. In

answering this question you will need to have a look at:

1.) Some basic texts on what environmental history is, and how it might be helpful in

understanding environmental issues. Some of these sources are listed below.

2.) You will likely also need to consult a few basic sources on your chosen environmental issue(s):

bushfire, climate change, etc.

3.) Finally, you will want to try to find at least a few sources where people are applying history in a

relevant way: a historian writing about bushfire (Tom Griffiths, Stephen Pyne), or about floods

and water management (Heather Goodall, Emily O’Gorman), or biodiversity loss (Libby Robin,

Peter Alagona). There are far too many relevant sources here for me to list them all. Instead,

you will need to:

a. Use relevant databases: try Google Scholar and the general resources listed here:

http://subjectguides.library.unsw.edu.au/content.php?pid=25625&sid=371123. Use

searches like: [“climate change” “environmental history”]

b. Visit the websites of relevant academic journals and search through them for the

particular environmental issue you are looking at. A few key journals are: Environmental

History; Environment and History; Environmental Philosophy; Ethics and the

Environment, Environmental Ethics. You might also try more general journals that will

include some history and philosophy, but other things too: Environmental Humanities;

Environment and Society; Conservation and Society (all available through the Library

catalogue).

c. Look at the slides from lectures 2 for some interesting examples and additional texts.

Some Starting Texts

Brown, S, Dovers, S, Frawley, J, Gaynor, A, Goodall, H, Karskens, G & Mullins, S 2008, 'Can

Environmental History Save the World?', History Australia, vol. 5, no. 1.

Cronon W 1993, ‘The Uses of Environmental History’, Environmental History Review, vol. 17, no. 3, pp. 1-

22.

Griffiths, T 2007, 'The Humanities and an Environmentally Sustainable Australia', Ecological Humanities,

Australian Humanities Review, vol. 43.

Griffiths, Tom (2010) “We have still not lived long enough” Humanities Australia, vol. 1, pp. 23-32

Robin, L 2011, 'The Rise of the Idea of Biodiversity: Crises, Responses and Expertise', Quaderni,

vol. 76, no. Autumn, pp. 25-37.

Papers by Steven Dovers (ANU) on history and policy – have a look at his webpage, and other

relevant people (above and below) for a list of publications.

Some historians who work on various relevant topics

Bushfire: Tom Griffiths, Stephen Pyne

Floods and water management: Heather Goodall, Emily O’Gorman

Biodiversity loss / Introduced species: Libby Robin, Peter Alagona, Jodi Frawley, Iain McCalman

Forestry and deforestation: Paul Munro, Paul Robbins

Agriculture: Cameron Muir, George Main, Libby Robin

ARTS1240 Course Outline

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CRICOS Provider Code 00098G

School of Humanities and Languages

ARTS1240

Environment and Society

Semester 1, 2017

1. Course Staff and Contact Details

2. Course Details

3. Course Schedule

4. Course Resources

5. Learning and Teaching Rationale and Strategies

6. Course Assessment

7. Attendance and Absence

8. Special Consideration for Illness or Misadventure

9. Class Clash

10. Academic Honesty and Plagiarism

11. Course Evaluation and Development

12. Student Support

13. Grievances and Review of Assessment Results

14. Other Information

ARTS1240 Course Outline

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CRICOS Provider Code 00098G

1. Course Staff and Contact Details

Course Convenor

Name Dr Marilu Melo Room TBC

Phone TBC Email m.melozurita@unsw.edu.au

Consultation Time Mondays 11am to 12pm (or by appointment)

Tutors

Name Sophie Adams Room

Email s.m.adams@unsw.edu.au

2. Course Details

Units of Credit (UoC) 6

Course Description Environment and Society is a Level 1 course and is the gateway

for the Environmental Humanities major – though it can also be

taken as an elective. Its content is designed to lead you into

Level 2 courses for Environmental Humanities.

This course is concerned with the complex and problematic

relationship between society and the environment. On one level,

the nature of this relationship seems clear: humans damage the

environment. Everywhere we look anthropogenic (or ‘human

caused’) environmental problems are increasing: From

extinction, biodiversity loss and the seemingly never ending

production of waste, through to climate change and

deforestation.

This course introduces students to these and other

environmental issues, but it does so through a focus on the

social and cultural dimensions of these issues. If indeed these

problems are all caused by people, then any full understanding

of our contemporary environment is only possible if we also

consider human societies and their unique understandings of

and ways of interacting with their environments.

Through a range of case studies, the course introduces students

to a diverse set of humanities and social sciences approaches to

environmental issues. Together, these approaches make up the

interdisciplinary field of Environmental Humanities. Drawing on

philosophy, history, environmental justice theory and

anthropology we will explore some of the diverse ways in which

people in different cultures and at different times have

understood and interacted with the ‘more than human’ world. In

the second half of the course, other approaches – like those of

political ecology, eco-criticism and science and technology

studies (STS) – will provide us with new tools for thinking

critically about how contemporary environments are shaped and

influenced by competing interests.

Ultimately, the course introduces students to some of the

underlying cultural, economic, and political systems that shape

the ways in which diverse peoples understand, influence and live

in the world.

Through this exploration of different approaches to the

environment, one of the primary goals of this course is to

ARTS1240 Course Outline

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CRICOS Provider Code 00098G

encourage a deep questioning of any simple distinction between

‘society’ and ‘the environment’. It is abundantly clear that in a

range of different ways, all human communities are bound up

with – influenced by, dependent on and impacting upon – the

‘natural’ world. In this context, what does it mean to divide the

world up into ‘society’ and ‘the environment’, and might the

mode of thinking captured in this distinction itself be a central

part of our current ecological crisis?

The ideas introduced in this course are developed in a sustained

way throughout the rest of the Environmental Humanities major.

Learning Outcomes

At the completion of

this course students

will be able to…

Describe the range of environmental problems faced by

contemporary society.

Analyse and explain dimensions of these problems which

are local, national and global.

Analyse and explain the place of humans in ecosystems,

with insights from several disciplines.

4. Discuss the interaction between environment and society

Critically analyse real-life environmental/social issues,

cultural practices and the link between the two.

Identify and explore solutions to confront environmental

challenges

Apply enhanced learning and communication skills,

including skills in the critical analysis of academic and

popular texts that interpret the link between social and

environmental issues.

Explain the concept of environmental citizenship and chart

a course towards it.

3. Course Schedule

To view course timetable, please visit: http://www.timetable.unsw.edu.au/

Week

Comme

ncing

Topic

Lecturer

Content

Tutorial

Content

Readings

Week 1

(27 Feb)

Environment

and Society

Course

overview – key

course concepts

Marilu Melo No tutorial No readings this week

Week 2

(6 Mar)

Environmental

History

From the

emergence of

‘the

environment’ to

the

Anthropocene

Marilu Melo

Discussion

Griffiths, Tom (2010) “We

have still not lived long

enough” Humanities Australia,

vol. 1, pp. 23-32

O’Gorman, Emily (2011)

“Unnatural River, Unnatural

Flood?” Australian Humanities

Review, vol. 48, pp. 87-107

Week 3

(13 Mar)

Creative Arts

and the

Environment

Eben

Kirksey

Discussion

Kirksey, Eben, Craig

Schuetze, and Stefan

Helmereich (2014)

“Introduction: Tactics of

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Multispecies Ethnography”.

The Multispecies Salon. E.

Kirksey, ed. Pp. 1-24.

Durham: Duke University

Press

Spaid, Sue (2002)

“Ecovention, Current Art to

Transform

Ecologies”. Contemporary

Arts Center. Available on-

line: http://greenmuseum.org/c

/ecovention/sect1.html

Week 4

(20 Mar)

Environmental

Philosophy and

Ethics

Our place in and

obligations to a

more-than-

human-world

Thom van

Dooren

Discussion

Callicott, J. Baird (1988)

“Animal Liberation and

Environmental Ethics: Back

Together Again” Between the

Species, vol. 4, pp. 163-9

Plumwood, Val (1993)

“Dualism: The logic of

colonisation” in Feminism and

the Mastery of Nature

(Routledge: London and New

York), pp. 41-68 (you only

need to read up to p. 55, but

can read on if you like)

Week 5

(27 Mar)

Environmental

Justice (Waste)

Marilu Melo Discussion

Moore, Sarah A. (2008) “The

Politics of Garbage in

Oaxaca, Mexico”, Society &

Natural Resources, vol. 21.7,

pp. 597-610

Puckett, Jim (2006) “High-

Tech’s Dirty Little Secret: The

Economics and Ethics of the

Electronic Waste Trade” in

David N. Pellow (Ed.)

Challenging the Chip: Labor

Rights and Environmental

Justice in the Global

Electronics Industry. (Temple

University Press:

Philadelphia, PA).

Week 6

(3 Apr)

What is Place?

Marilu Melo Discussion

Byrne, Denis, Heather

Goodall, Stephen Wearing

and Allison Cadzow (2006)

“Enchanted Parklands”

Australian Geographer, vol.

37.1, pp. 103-15

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Plumwood, Val (2008)

“Shadow Places and the

Politics of Dwelling”

Australian Humanities

Review, vol. 44, pp. 139-50

Week 7

(10 Apr)

Narrative

(Biodiversity and

Extinction)

Thom van

Dooren

Discussion

van Dooren, Thom (2014)

“Introduction: Telling Lively

Stories at the Edge of

Extinction” in Flight Ways:

Life and Loss at the Edge of

Extinction (Columbia

University Press: New York)

Heise, Ursula K. (2016)

“Biodiversity, Environmental

Justice, and Multispecies

Communities” in Imagining

Extinction: The Cultural

Meanings of Endangered

Species (University of

Chicago Press: Chicago)

Mid-Semester Break

Week 8

(24

April)

Environmental

Anthropology

(Deforestation)

Marilu Melo Discussion

West, Paige and Dan

Brockington (2006) “An

Anthropological Perspective

on Some Unexpected

Consequences of Protected

Areas” Conservation Biology,

vol. 20.3, pp. 609-616

Tsing, Anna (2005) “A History

of Weediness” in Friction: An

Ethnography of Global

Connection. Princeton &

Oxford: Princeton University

Press

Week 9

(1 May)

What is Nature?

Marilu Melo Discussion

Vining, Joanne, Melinda S.

Merrick and Emily A. Price

(2008) “The Distinction

Between Humans and Nature:

Human Perceptions of

Connectedness to Nature and

Elements of the Natural and

Unnatural” Human Ecology

Review vol. 15.1, pp. 1-11

Cronon, William (1995) “The

Trouble with Wilderness: or,

Getting Back to the Wrong

Nature” in William Cronon

(Ed.) Uncommon Ground:

Toward Reinventing Nature.

New York & London: W.W.

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Norton & Company.

The version provided here is a

PDF from Cronon’s website:

http://www.williamcronon.net/

writing/Trouble_with_Wilderne

ss_Main.html

Week

(8 May)

Ecocriticism:

literature and

the environment

(Climate

Change)

Jennifer

Hamilton

Discussion

Dovey, Ceridwen (2014) "The

Bones: Soul of Camel, Died

1892, Australia" in Only the

Animals (Penguin:

Melbourne), pp. 1-14.

Atwood, Margaret (2011)

“Time Capsule Found on the

Dead Planet” in I'm With the

Bears: Short Stories from a

Damaged Planet (London:

Verso), pp. 191-193.

Heise, Ursula K. (2006)

“Hitchhiker's Guide to

Ecocriticism”, PMLA, vol.

121.2, pp. 503-506.

Week

(15

May)

Science and

Technology

Studies

(Biotechnologies

)

Matthew

Kearnes

Discussion

Hammond, K (2004)

“Monsters of modernity:

Frankenstein and modern

environmentalism” Cultural

Geographies, vol.11, pp. 181-

198

Haraway, Donna (1991) “A

Cyborg Manifesto: Science,

Technology, and Socialist-

Feminism in the Late

Twentieth Century” in

Simians, Cyborgs, and

Women: The Reinvention of

Nature, Routledge: New York

(short excerpt). [Please note:

This is a challenging, but

important, reading. Please

stick with it.]

Week

(22

May)

Conclusions:

Bringing

together

perspectives in

the

Environmental

Humanities

Marilu Melo

(and

guests)

Presentations

No required readings

Tutorials this week will be

taken up with group

presentations for your

Environmental Futures

Laboratory assignments.

Week

No lecture n/a Presentations

No required readings

Tutorials this week will be

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(29

May)

taken up with group

presentations for your

Environmental Futures

Laboratory assignments

4. Course Resources

There is no Textbook for this course, readings will be available via Moodle

A few other good journals (search for these in the library catalogue)

Environmental Humanities; Environment and Society; Conservation and Society;

Environmental History; Environment and History; Environmental Philosophy;

Environmental Ethics; Ethics and the Environment; Humanimalia; Journal of Political

Ecology; Capitalism, Nature, Socialism; PAN: Philosophy, Activism, Nature; Australian

Humanities Review (esp. the Ecological Humanities section).

A few good Databases (*available through the library catalogue)

Project Muse*; Philosophers Index*; Directory of Open Access Journals; Google Scholar

5. Learning and Teaching Rationale and Strategies

This course asks students to engage with work that challenges foundational assumptions

about contemporary environmental issues and the relationship between human societies and

the environment more generally. The core objective of this course is to familiarise students

with this material through lectures, in-depth tutorial discussions, independent research, and

the preparation of assessment.

This course places a strong emphasis on the development of critical analysis, reading, and

discussion skills. The tutorials play a key role in the achievement of these learning

outcomes, requiring students to carefully read and analyse material from a range of sources.

In addition to tutorial participation, the assessment in the course is comprised of three key

tasks. The first and second pieces of assessment are short essays. These essays are

designed to push students’ understandings of relevant issues beyond a basic level. These

essays will require students to conduct significant independent research that develops

analytic concepts and themes that they have encountered in lectures and tutorials. In short,

the essays will provide students with an opportunity to expand their knowledge beyond the

material covered in the course and to critically evaluate key ideas and approaches.

The final piece of assessment – the Environmental Futures Laboratory – has two key

goals. Firstly, students are required to work together in groups and so to enhance these skills

(along with time management). Secondly, this exercise requires students to connect the

theories and issues discussed in the course with practical interventions and outcomes (in the

form of a creative project and a group presentation).

Taken together, these three major pieces of assessment will provide students with the

necessary background and knowledge of contemporary environmental issues, while also

encouraging critical reflection on this material and the ways in which it might be

ARTS1240 Course Outline

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communicated to a wider audience or otherwise put to practical use in the service of diverse

environmental goals.

Learning outcomes How these will be achieved:

Describe the range of

environmental problems

faced by contemporary

society

Theoretical discussions in the lectures as well as the in-

class tutorial discussions

Assignments: Essays, Environmental Futures Laboratory

Analyse and explain

dimensions of these

problems which are local,

national and global

Theoretical discussions in the lectures as well as the in-

class tutorial discussions; and analysis of set readings

Assignments: Essays, Environmental Futures Laboratory

(and Tutorials discussion)

Analyse and explain the

place of humans in

ecosystems, with insights

from several disciplines

Theoretical discussions in the lectures as well as the in-

class tutorial discussions; and analysis of set readings

Assignments: Essays (and Tutorials discussion)

Discuss the interaction

between environment and

society

Theoretical discussions in the lectures as well as the in-

class tutorial discussions; and analysis of set readings

Assignments: Essays, Environmental Futures Laboratory

(and Tutorials discussion)

Critically analyse real-life

environmental/social issues,

cultural practices and the

link between the two

Theoretical discussions in the lectures as well as the in-

class tutorial discussions; and analysis of set readings

Assignments: Essays, Environmental Futures Laboratory

Identify and explore

solutions to confront

environmental challenges

All teaching approaches

Assignment: Essays, Environmental Futures Laboratory

Apply enhanced learning

and communication skills

including skills in the critical

analysis of academic and

popular texts that interpret

the link between social and

environmental issues

Tutorial discussions and analysis of readings

Assignment: Essays, Environmental Futures Laboratory

(and Tutorials discussion)

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6. Course Assessment

Assessment

Task

ARTS1240 Environment and Society Assessment 代写

Length Weight

Learning

Outcomes

Assessed

Due Date

Submitted in

Moodle?

(Yes/ No)

Essay 1 1,500 35%

1,2,3,4,5,6,

7,8

7 April

@4pm

Yes

Essay 2

2,000 45%

1,2,3,4,5,6,

7,8

19 May

@4pm

Yes

Environmental

Futures

Laboratory

n/a 20%

1,2,3,4,5,6,

In tutorials,

weeks 12

and 13

Please Note: If students attend less than 80% of their classes they may be refused final

assessment. See “Attendance and Absence” for details of attendance requirements.

Grades

All results are reviewed at the end of each semester and may be adjusted to ensure

equitable marking across the School.

The proportion of marks lying in each grading range is determined not by any formula or

quota system, but by the way that students respond to assessment tasks and how well they

meet the learning outcomes of the course. Nevertheless, since higher grades imply

performance that is well above average, the number of distinctions and high distinctions

awarded in a typical course is relatively small. At the other extreme, on average 6.1% of

students do not meet minimum standards and a little more (8.6%) in first year courses. For

more information on the grading categories see:

https://my.unsw.edu.au/student/academiclife/assessment/GuideToUNSWGrades.html

Submission of Assessment Tasks

Assignments must be submitted electronically through Moodle

(http://moodle.telt.unsw.edu.au/). You must use your ID login to submit your assignments in

Moodle.

Refer to the section “Course Assessment” for details of assessment tasks that are to be

submitted via Moodle.

** Please note the deadline to submit an assignment electronically is 4:00 pm on the

due date of the assignment.

When you submit your assignment electronically, you agree that:

I have followed the Student Code of Conduct. I certify that I have read and understand the

University requirements in respect of student academic misconduct outlined in the Student

Code of Conduct and the Student Misconduct Procedures. I declare that this assessment

item is my own work, except where acknowledged, and has not been submitted for academic

credit previously in whole or in part.

I acknowledge that the assessor of this item may, for assessment purposes:

 provide a copy to another staff member of the University

 communicate a copy of this assessment item to a plagiarism checking service (such

as Turnitin) which may retain a copy of the assessment item on its database for the

purpose of future plagiarism checking.

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You are required to put your name (as it appears in University records) and UNSW

Student ID on every page of your assignments.

If you encounter a problem when attempting to submit your assignment through

Moodle/Turnitin, please telephone External Support on 9385 3331 or email them on

externalsupport@unsw.edu.au. Support hours are 8:00am – 10:00pm on weekdays and

9:00am – 5:00pm on weekends (365 days a year).

If you are unable to submit your assignment due to a fault with Turnitin you may apply for an

extension, but you must retain your ticket number from External Support (along with any

other relevant documents) to include as evidence to support your extension application. If

you email External Support you will automatically receive a ticket number, but if you

telephone you will need to specifically ask for one. Turnitin also provides updates on its

system status on Twitter.

For information on how to submit assignments online via Moodle:

https://student.unsw.edu.au/how-submit-assignment-moodle

Late Submission of Assignments

Students are responsible for the submission of assessment tasks by the required dates and

times. Depending of the extent of delay in the submission of an assessment task past the

due date and time, one of the following late penalties will apply unless Special Consideration

or a blanket extension due to a technical outage is granted. For the purpose of late penalty

calculation, a ‘day’ is deemed to be each 24-hour period (or part thereof) past the stipulated

deadline for submission.

 Work submitted less than 10 days after the stipulated deadline is subject to a

deduction of 5% of the total awardable mark from the mark that would have been

achieved if not for the penalty for every day past the stipulated deadline for

submission. That is, a student who submits an assignment with a stipulated

deadline of 4:00pm on 13 May 2016 at 4:10pm on 14 May 2016 will incur a

deduction of 10%.

Task with a non-percentage mark

If the task is marked out of 25, then late submission will attract a penalty of a deduction of 1.25

from the mark awarded to the student for every 24-hour period (or part thereof) past the stipulated

deadline.

Example: A student submits an essay 48 hours and 10 minutes after the stipulated deadline. The

total possible mark for the essay is 25. The essay receives a mark of 17. The student’s mark is

therefore 17 – [25 (0.05 x 3)] = 13.25.

Task with a percentage mark

If the task is marked out of 100%, then late submission will attract a penalty of a deduction of 5%

from the mark awarded to the student for every 24-hour period (or part thereof) past the stipulated

deadline.

Example: A student submits an essay 48 hours and 10 minutes after the stipulated deadline. The

essay is marked out of 100%. The essay receives a mark of 68. The student’s mark is therefore 68

– 15 = 53

 Work submitted 10 to 19 days after the stipulated deadline will be assessed and

feedback provided but a mark of zero will be recorded. If the work would have

received a pass mark but for the lateness and the work is a compulsory course

component (hurdle requirement), a student will be deemed to have met that

requirement;

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 Work submitted 20 or more days after the stipulated deadline will not be

accepted for assessment and will receive no feedback, mark or grade. If the

assessment task is a compulsory component of the course a student will receive

an Unsatisfactory Fail (UF) grade as a result of unsatisfactory performance in

essential component of the course.

7. Attendance and Absence

The UNSW Policy on Class Attendance and Absence can be viewed at:

https://student.unsw.edu.au/attendance

The Faculty of Arts and Social Sciences guidelines on attendance and absence can be

viewed at:

https://www.arts.unsw.edu.au/current-students/academic-information/protocols-guidelines/

From time to time, the Course Authority may vary the attendance requirements of a course. It

is the students’ responsibility to ensure that they are familiar with the specific attendance

requirements stipulated in the course outline for each course in which they are enrolled.

Students are expected to be regular and punctual in attendance at all classes in the courses

in which they are enrolled. Students who seek to be excused from attendance or for absence

must apply to the Course Authority in writing. In such situations, the following rules relating to

attendances and absences apply.

In this course, students must attend at least 80% of lectures (9 out of 11 lectures).

Students must attend at least 80% of tutorials (9 out of 11 tutorials).

A student who attends less than eighty per cent of the classes within a course may be

refused final assessment. The final assessment in this course is identified under “Course

Assessment”.

In the case of illness or of absence for some other unavoidable cause students may be

excused for non-attendance at classes for a period of not more than one month (i.e., 33%)

or, on the recommendation of the Dean of the appropriate faculty, for a longer period.

Explanations of absences from classes or requests for permission to be absent from

forthcoming classes should be addressed to the Course Authority in writing and, where

applicable, should be accompanied by appropriate documentation (e.g. medical certificate).

After submitting appropriate supporting documentation to the Course Authority to explain

his/her absence, a student may be required to undertake supplementary class(es) or task(s)

as prescribed by the Course Authority. If examinations or other forms of assessment have

been missed, then the student should apply for Special Consideration.

Students who falsify their attendance or falsify attendance on behalf of another

student will be dealt with under the Student Misconduct Policy.

8. Special Consideration for Illness or Misadventure

Students can apply for Special Consideration if illness or misadventure interferes with their

assessment performance or attendance.

Applications are accepted in the following circumstances only:

 Where academic work has been hampered to a substantial degree by illness or other

cause. Except in unusual circumstances, a problem involving only 3 consecutive days

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or a total of 5 days within the teaching period of a semester is not considered

sufficient grounds for an application.

 The circumstances must be unexpected and beyond your control. Students are

expected to give priority to their university study commitments, and any absence must

clearly be for circumstances beyond your control. Work commitments are not

normally considered a justification.

 An absence from an assessment activity held within class contact hours or from an

examination must be supported by a medical certificate or other document that clearly

indicates that you were unable to be present. A student absent from an examination,

or who attends an examination and wants to request special consideration, is

normally required to provide a medical certificate dated the same day as the

examination.

 An application for Special Consideration must be provided within 3 working days of

the assessment to which it refers. In exceptional circumstances an application may

be accepted outside the 3-day limit.

Students cannot claim consideration for conditions or circumstances that are the

consequences of their own actions or inactions.

Applications are normally not considered if:

 The condition or event is not related to performance or is considered to be not serious

 More than 3 days have elapsed since the assessment for which consideration is

sought

 Any key information is missing

 Supporting documentation does not meet requirements

 The assessment task is worth less than 20% of the total course assessment, unless

the student can provide a medical certificate that covers three consecutive days.

Applications for Special Consideration must be made via Online Services in myUNSW. Log

into myUNSW and go to My Student Profile tab > My Student Services channel > Online

Services > Special Consideration.

Applications on the grounds of illness must be filled in by a medical practitioner. Further

information is available at: https://student.unsw.edu.au/guide

If a student is granted an extension under Special Consideration, failure to meet the

stipulated deadline will result in a penalty. The penalty will be invoked one minute past the

approved extension time. See section “Late Submission of Assignments” for penalties of late

submission.

9. Class Clash

Students who are enrolled in an Arts and Social Sciences program (single or dual) and have

an unavoidable timetable clash can apply for permissible timetable clash by completing an

online application form. The online form can be found at:

https://www.arts.unsw.edu.au/ttclash/index.php

Students must meet the rules and conditions in order to apply for permissible clash. The

rules and conditions can be accessed online in full at:

https://www.arts.unsw.edu.au/media/FASSFile/Permissible_Clash_Rules.pdf

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Students who are enrolled in a non-Arts and Social Sciences program must seek advice from

their home faculty on permissible clash approval.

10. Academic Honesty and Plagiarism

Plagiarism is presenting someone else’s thoughts or work as your own. It can take many

forms, from not having appropriate academic referencing to deliberate cheating.

In many cases plagiarism is the result of inexperience about academic conventions. The

University has resources and information to assist you to avoid plagiarism.

The Learning Centre assists students with understanding academic integrity and how to not

plagiarise. Information is available on their website: https://student.unsw.edu.au/plagiarism/.

They also hold workshops and can help students one-on-one.

If plagiarism is found in your work when you are in first year, your lecturer will offer you

assistance to improve your academic skills. They may ask you to look at some online

resources, attend the Learning Centre, or sometimes resubmit your work with the problem

fixed. However, more serious instances in first year, such as stealing another student’s work

or paying someone to do your work, may be investigated under the Student Misconduct

Procedures.

Repeated plagiarism (even in first year), plagiarism after first year, or serious instances, may

also be investigated under the Student Misconduct Procedures. The penalties under the

procedures can include a reduction in marks, failing a course or for the most serious matters

(like plagiarism in an Honours thesis) or even suspension from the university. The Student

Misconduct Procedures are available here:

http://www.gs.unsw.edu.au/policy/documents/studentmisconductprocedures.pdf

11. Course Evaluation and Development

Courses are periodically reviewed and students’ feedback is used to improve them.

Feedback is gathered from students using myExperience. It is encouraged students

complete their surveys by accessing the personalised web link via the Moodle course site.

12. Student Support

The Learning Centre is available for individual consultation and workshops on academic

skills. Find out more by visiting the Centre’s website at:

http://www.lc.unsw.edu.au

13. Grievances and Review of Assessment Results

13.1 Grievances

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All students should be treated fairly in the course of their studies at UNSW. Students who

feel they have not been dealt with fairly should, in the first instance, attempt to resolve any

issues with their tutor or course convenor.

If such an approach fails to resolve the matter, the School of Humanities and Languages has

an academic member of staff who acts as a Grievance Officer for the School. This staff

member is identified on the notice board in the School of Humanities and Languages. Further

information about UNSW grievance procedures is available at:

https://student.unsw.edu.au/guide

13.2 Review of Assessment Results

There is no automatic right to have an assessment reviewed, the Faculty reserves the right

to make such judgements.

In the first instance a student should seek an informal clarification, this should normally be

done within two working days of the return of the assessed work.

If the student is not satisfied with the informal process, they should complete the UNSW

Review of Results Application form, which is available at: https://student.unsw.edu.au/results.

An application must be lodged within 15 working days of receiving the result of the

assessment task.

Further information on review of student work in the Faculty of Arts and Social Sciences can

be viewed at: https://www.arts.unsw.edu.au/current-students/academic-

information/Protocols-Guidelines/

14. Other Information

myUNSW

myUNSW is the online access point for UNSW services and information, integrating online

services for applicants, commencing and current students and UNSW staff. To visit

myUNSW please visit either of the below links:

https://my.unsw.edu.au

OHS

UNSW's Occupational Health and Safety Policy requires each person to work safely and

responsibly, in order to avoid personal injury and to protect the safety of others. For all

matters relating to Occupational Health, Safety and environment, see

http://www.ohs.unsw.edu.au/

Student Equity and Disabilities Unit

Students who have a disability that requires some adjustment in their learning and teaching

environment are encouraged to discuss their study needs with the course convener prior to

or at the commencement of the course, or with the Student Equity Officers (Disability) in the

Student Equity and Disabilities Unit (9385 4734). Information for students with disabilities is

available at: https://student.unsw.edu.au/disability

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Issues that can be discussed may include access to materials, signers or note-takers, the

provision of services and additional examination and assessment arrangements. Early

notification is essential to enable any necessary adjustments to be made.

ARTS1240 Environment and Society Assessment 代写