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SAHT9113 Cultural Heritage, Ethics & Law 代写
Semester 2, 2017
Students are advised to read this Course Outline in conjunction with the General Student Information
Guide, which provides essential information for all students and is available under ‘Student Services’
on the Art & Design Current Students website: artdesign.unsw.edu.au/current-students/student-
services.
Course Information
Units of Credit: 6
Teaching Times and Locations: Tuesday 6-9pm D111
Course Convenor: Gay McDonald
Email: gay.mcdonald@unsw.edu.au
Room: F124E
Consultation times: By arrangement
The Course Convenor is your key point of contact for questions about the course. You should first talk
to your lecturer or tutor in class, if they are not also convening the course, but if further information is
needed, please contact the Convenor by email, or arrange a meeting. All Convenors are available for
consultation during the semester.
SAHT9113
Cultural Heritage, Ethics & Law
SAHT9113 Cultural Heritage, Ethics & Law
Created: 17 July 2017 1
Course Overview
Course Description
Accountability and responsibility are two of the key issues at the heart of every cultural transaction and
exchange. Therefore a strong professional understanding of ethics and the law are essential for
graduates aspiring to curatorial roles and cultural leadership.
This course is designed to examine the ethical and legal implications of interactions between artists,
curators, exhibiting spaces and the public. It will enable the development of a broad critical perspective
on the cultural, legal, political and moral contexts of mainstream and alternate cultural spaces. Issues
discussed include theft and illegal export of cultural heritage items, curatorial conflicts, contracts,
copyright, moral rights, art in public spaces, and censorship.
Course Learning Outcomes
On completion of this course, the student should be able to:
1. Analyse ethical and legal principles in a curatorial context and their impact on cultural practices.
2. Develop and support arguments on current ethical/legal issues relating to curatorial contexts.
3. Communicate ethical ideas and information relevant to cultural property and legal issues.
4. Appraise legal resources and support available to cultural practitioners.
Teaching and Learning in this Course
This courses uses a variety of teaching approaches:
Blended/online
Turnitin - originality checking
Moodle - learning management system
Tutorials
Students are required to complete required readings prior to class and to participate in in-class and
online discussion.
Expectations of Students in this Course
Course specific expectations
Assessment
All assessments must be completed in order to pass this course. This includes becoming an active
participant in online class discussions. To pass, you must achieve at least an overall score of 50% of all
available marks.
Risk of Failure Warnings
If you are at risk of failing the course, because of poor attendance, low marks in assignments, failing to
submit assignments, or lack of participation or engagement, you may be notified by email. Please
ensure you read your university email, and respond to any official risk of failure warning promptly.
NOTE - If the warning email is sent to your UNSW e-Mail address, it is considered as being read by you
whether you check your UNSW email or not.
Late Submission Penalties
SAHT9113 Cultural Heritage, Ethics & Law
Created: 17 July 2017 2
Late submission is allowed
If you believe that circumstances will prevent you from submitting an assessment on time, please notify
your lecturer as soon as possible. There will be penalties applied for being late and a clear ‘no later
than’ date beyond which submission won’t be accepted. Where a Special Consideration is not applied
for, and a student is late, the following guidelines apply:
1. Up to 5 days after due date, a penalty of 10% (of maximum mark for assignment) will be applied for
each day late (e.g. an assignment worth 30% handed in 3 days late would have its mark reduced by
9)
2. Beyond 5 days late, no submission will be accepted.
Special Consideration
Please note that the University’s Special Consideration process allows students to apply for an
extension within 3 days of the assessment due date. This provides for more extensive extensions,
subject to documentation, and Course Convenor approval. You can apply for special consideration
online through my.UNSW.edu.au. More information about special consideration can be found here
student.unsw.edu.au/special-consideration.
Supplementary Assessment
Supplementary assessments are available to students in this course who have failed an assessment
but have subsequently had an application for Special Consideration approved by the university. The
supplementary assessment may take a different form than the original assessment and will be defined
by the course convenor - but it will address the same learning outcomes as the original assessment.
The maximum mark that may be awarded for a supplementary assessment is capped at 50% of the
original assessment mark.
Continual Course Improvement
It is important that students complete the myExperience course and teaching surveys for this
course. This is completely anonymous and provides important student observations and suggestions
to ensure that the course is continually improved. To see how the course convenor has responded to
student feedback from these surveys, please see the View Feedback on Student Surveys section in the
course Moodle site.
SAHT9113 Cultural Heritage, Ethics & Law
Created: 17 July 2017 3
Assessment
Assessment Task 1
Title: Tutorial presentation (small group) and short paper
Weighting: 40 %
Assessment type: Formal Presentation and Paper
Word count: 600
Requires group work: Yes
Assessment summary
During the semester, students will be required, in groups of two or three (we will decide that in the first class), to
make a presentation on one of the themes indicated in the class outline. You and your partners are required to
present a case study on the topic you have been assigned (based on your preferences). Please read the guide below
for the assignment.
In presenting the case, you will need to discuss the relevant legal and ethical principles and how these apply in the
particular case, analyse underlying assumptions and tensions, and suggest alternative or additional approaches
that may have been available.
Presenting the Case: On the day your topic is discussed in class, you and your partner(s) will make a 15-20 minute
presentation (with 20 minutes the absolute upper limit). Each member of the group will to both contribute to any
Powerpoint for the class and participate in the presentation. The aim of the presentation is to provide any
necessary context to the case (for example, historical, theoretical, doctrinal) and then walk the class through a
close reading of it, connecting it to the larger themes and tensions of the topic.
Paper relating to the case: On the day you present, you will need to provide the lecturer with a paper on the topic
allocated to you. Paper should be between 1 to 2 pages of double spaced type (max 600 words), with font no
smaller than 9 point and should prepared by you individually (that is, not to be a joint effort with other members
of your group).
Submission details: Allocated during the first class - presentations/papers from week 3 depending on
class numbers
Due: Week 3
Assessment Criteria With Marking Rubric
CRITERIA FL PS CR DN HD
SAHT9113 Cultural Heritage, Ethics & Law
Created: 17 July 2017 4
Research &
Comprehension (10%
group mark)
Source material is
not referred to or
understood.
Inappropriate
choice of
materials to the
case investigated.
Little to no
comparative
analysis of
content and its
relationship to
other facets of the
course.
Appropriate
sources have
been used to
present context,
and make basic
connections to the
case. Quotes
selected are of
indirect relevance
to the case
discussed.
The presentation
makes good use
of materials
selected to
investigate the
case and
provides some
comparative
analysis of
content and its
relationship to
other facets of the
course. Two
quotes are
relevant to the
case under
investigation.
Appropriate
selection of
materials of
relevance to the
selected case.
Comparative
analysis of the
content that
makes
connections to
other course
content. Two key
quotes that link
content under
review to key
themes and
tensions of the
course.
Judicious
selection of
materials relevant
to the case
investigated.
Perceptive
analysis of the
case and
research material
that makes
connections to
other course
content. Selection
of two key quotes
that are used
effectively to
highlight
recurring themes
and tensions of
the course.
Communication skills
(10% group mark)
The presentation
is not clear or
well paced for the
audience. The
content presented
has been poorly
selected and
organised. The
use of visual aids
do not enhance
the presentation.
The group does
not generate
class discussion
in the case study.
The presenters
communicate
relevant content.
Speed of delivery
(too fast or slow)
affects clarity of
communication.
Amount of content
included in
presentation
exceeds the time
allocation.
Presenters make
limited use of
verbal (ie
audibility/pace)
and non-verbal
communication
skills (e.g. eye
contact, posture,
gestures,
proximity to
audience).
The presentation
is clear, audible
and delivered
within the allotted
timeframe. The
content is
organised
logically. The
samples selected
are relevant to the
topic. The
presentation
makes
appropriate
selection and use
of media. The
presenters use
verbal and non-
verbal
communication
skills to convey
content and
respond to
questions.
The presentation
is fluent and well-
paced. The
quality of
research and
organisation of
argument is
clearly expressed
and presented.
The visuals
enhance the
presentation
enabling a clear
focus on key
points.
Presenters make
good use of
verbal and non-
verbal skills to
project interest in
their case.
Presenters
confidently
respond to
discussion/
questions on the
case.
The presentation
is fluent, audible
and perfectly
paced. There is
an originality and
clarity of thought
and expression,
clearly
articulated.
Visuals are
employed
creatively,
highlighting key
points. The
presenters make
effective use of
non-verbal
communication
skills. The group
projects
confidence and
generates
considerable
interest and
discussion of
case.
CRITERIA FL PS CR DN HD
SAHT9113 Cultural Heritage, Ethics & Law
Created: 17 July 2017 5
Critical analysis (10%
individual mark)
The submission
is a summary of
the group’s work
without reference
to research. Little
to no comparative
analysis of
content and its
relationship to
other facets of the
course.
The submission
provides a
summary of the
case study and
references
relevant research.
Evidence of
analysis of case
to mediate or
reconcile
tensions and
application of
legal principles to
the case being
reviewed.
The submission
provides an
analysis of the
case and
application of
relevant legal
principles. Some
comparisons,
connections and
contrasts with
other facets of the
course are made.
Arguments are
communicated in
a logical and easy
to follow manner.
The submission
provides a
comparative
analysis of the
case to
demonstrate how
the case attempts
to mediate or
reconcile
tensions
considered in the
course. The case
analysis applies
legal principles
and is grounded
on Australian law.
Comparisons with
international
perspectives are
accurate and
strengthen the
quality of
argument.
The submission
provides a
thorough critical
analysis of the
case to mediate
or reconcile
tensions. The
case analysis
engages directly
with the
application of
Australian legal
principles and
provides a
comparative
international
perspective.
There is
originality of
thought and
expression and
reference to other
course topics.
There is a
superior quality of
argument
presented based
upon scholarly
research and
comprehension.
Group collaboration
(10%)
There is little
evidence of group
collaboration. The
presentation is
disorganised and
contains either,
repetition,
omission and/ or
contradiction of
content.
There is evidence
of some group
collaboration in
research, writing
and presentation.
The presentation
is organised but
there is some
repetition,
omission or
contradiction in
content.
There is evidence
of group
collaboration in
research, writing
and presentation
of content. The
presented
material indicates
students
completed
rehearsal and
preparation to
deliver an
effective
presentation
There is clear
evidence of group
collaboration in
research, writing
and presentation
of content. The
presented
material suggests
significant
preparation and
rehearsal toward
delivering a
presentation of a
high standard.
There is clear
evidence of
extensive group
collaboration in
research, writing
and presentation
of content. The
presented
material suggests
significant
preparation and
rehearsal toward
delivery an
exemplary
presentation
approaching
professional
standards.
CRITERIA FL PS CR DN HD
Course learning outcomes addressed in this task:
SAHT9113 Cultural Heritage, Ethics & Law
Created: 17 July 2017 6
1. Develop and support arguments on current ethical/legal issues relating to curatorial contexts.
2. Communicate ethical ideas and information relevant to cultural property and legal issues.
How will students receive feedback on this task:
Each assignment will be marked and feedback provided.
Assessment Task 2
Title: Essay
Weighting: 40 %
Assessment type: Written Report
Word count: 2000
Requires group work: No
Assessment summary
The research essay is designed to allow students to demonstrate their ability to formulate their own reasoned
opinions about core problems addressed in the course. Assessment will be based on the quality and originality of
your analysis of the topic you have chosen, as well as the demonstrated knowledge of the relevant legal principles
applicable: see the marking rubric below for further information. To do well in the essay, you must demonstrate
core disciplinary knowledge, the capacity to think and present written arguments clearly and to engage in a critical
analysis of the relevant legal and ethical issues.
Essays must be submitted by 6 p.m. on Tuesday October 3, 2017both via Turnitin and in hardcopy to the lecturer.
Save for exceptional circumstances, no extensions will be granted. Any request for an extension must be submitted
to the lecturer in advance of the due date and supporting documentation of incapacity or misadventure provided
through a request for Special Consideration via myUNSW. Work submitted late without an extension will be
penalized at a rate of 10% per day up to a maximum of 100%.
Topic: A variety of topics will be made available for you to choose from in Week 2, but you are encouraged to select
your own topic, provided you first discuss that topic with the lecturer.
Word length: Your essay should be between 1,500 and 2,000 words. It must explore a legal or ethical principle in
the museum or curatorial professions in depth, with reference to real-life examples, and relevant legal rules, cases
and principles.
Submission details: Assessment due
Due: Week 10
Assessment Criteria With Marking Rubric
CRITERIA FL PS CR DN HD
SAHT9113 Cultural Heritage, Ethics & Law
Created: 17 July 2017 7
Research and
Comprehension
Source material
is not referred to
or understood.
Inappropriate
and/or inadequate
choice of
materials to the
topic researched.
Limited collection
and synthesis of
relevant
information.
Sources are cited
appropriately and
demonstrate
sufficient
comprehension of
the topic.
Evidence of
research and
appropriate
selection and
sequencing of
information. The
essay makes good
use of relevant
materials selected
to investigate the
topic.
The essay
demonstrates
evidence of
extensive
collection,
analysis and
synthesis of
information
relevant to the
selected topic.
Selection and
sequencing of
information
demonstrates
comprehension of
arguments
presented.
Judicious
selection and use
of materials
relevant to a
current legal or
ethical principle
in the museum or
curatorial
profession.
Thorough
comprehension of
topic
demonstrated
through the depth
of research and
quality of original
argument
presented.
Analysis of legal and
ethical principles
Little to no
analysis of
content and its
relationship to the
chosen focus of
investigation. No
conclusions or
recommendations
made.
Evidence of
analysis of
research material
and linked to the
topic being
researched.
Appropriate
conclusions are
drawn.
Evidence of
comparative
analysis of
relevant source
material presented
and applied to
selected topic.
Recommendations/
conclusions are
logical and
supported by the
research cited.
Evidence of critical
thinking and deep
analysis of
research material.
Recommendations/
conclusions are
logical, well-
argued and
evidence based.
Perceptive and
critical analysis
of the topic and
research material
that result in the
formulation of
original,
reasoned and/or
evidence-based
conclusions.
Appraisal of legal
resources
Little to no ability
to appraise
appropriate legal
resources
demonstrated
through selection
of legal
resources.
Evidence of
ability to appraise
legal resources
demonstrated
through
appropriate
selection of legal
resources.
Evidence of
discussion and
analysis of legal
resources
selected. Topic
clearly understood
and
communicated.
Evidence of
thorough critical
appraisal of
selected legal
resources.
Evidence of
sophisticated
critical
engagement and
scholarly
appraisal of legal
resources.
CRITERIA FL PS CR DN HD
SAHT9113 Cultural Heritage, Ethics & Law
Created: 17 July 2017 8
Communication of
core knowledge
The content is
poorly or
incorrectly
communicated
and understood.
The essay
includes
reference to
incorrect legal
rules, cases and
principles.
Clearly
communicates a
legal or ethical
principle in the
museum or
curatorial
professions.
Includes
reference to legal
rules, cases and
principles in a
logical flow of
information.
The topic is
defined and
communicated
clearly in a logical
flow of information.
The selection and
sequencing of
information
demonstrates links
made between the
legal rules, cases
and principles
presented.
Demonstrates a
capacity to think
clearly and to
engage the reader
with the quality of
detailed written
arguments in a
well-structured
essay. Draws upon
relevant legal
rules, cases and
principles to make
critical links with
the chosen topic.
Critical and deep
analysis of a
legal or ethical
principle in the
museum or
curatorial
professions
communicated in
expressive and
concise writing.
Makes effective
reference to real-
life examples,
relevant legal
rules, cases and
principles. The
document is
expertly
formatted.
CRITERIA FL PS CR DN HD
Course learning outcomes addressed in this task:
1. Analyse ethical and legal principles in a curatorial context and their impact on cultural
practices.
2. Appraise legal resources and support available to cultural practitioners.
How will students receive feedback on this task:
Written feedback will be provided by the lecturer
Assessment Task 3
Title: Reaction Piece
Weighting: 10 %
Assessment type: Written Report
Word count: 250
Requires group work: No
Assessment summary
Reaction Piece
Each student selects one topic (different from the topic of their Tutorial Presentation) and
writes a 250 word Reaction Piece of the allocated reading. The purpose of the Reaction
Piece is to show that you have thought carefully and analytically about the case addressed
by the reading, and to help spark discussion and thought among your peers online and in
class. Your Reaction Piece needs to be written clearly and logically and move beyond
summarising the contents of the reading. It might contain a combination of the following:
* Critically assess the relative merits of the author's argument and provide reasons for your
perspective (What's compelling, what's not and why?)
SAHT9113 Cultural Heritage, Ethics & Law
Created: 17 July 2017 9
· * Connect the content of the reading to content discussed in class when this topic was
covered, or to current issues and events within the artworld.
*
Submission details: Ongoing assessment from w2
Due: Week 2
Assessment Criteria With Marking Rubric
SAHT9113 Cultural Heritage, Ethics & Law
Created: 17 July 2017 10
CRITERIA FL PS CR DN HD
Critically analyse the
merits of the author's
argument and provide
reasons for your
perspective.
A basic summary
of the argument is
provided without
critical analysis
or reasons for
claims made.
A basic analysis
of the argument is
provided with
minimal critical
analysis and or
reasons for
claims made.
A critical analysis
of the author's
argument is
provided
demonstrating
independent
thinking in
developing
reasons for
claims made
A sustained
critical analysis
of the author's
argument is
provided,
demonstrating
considerable
independent
thinking in
developing
reasons for
claims made.
A sophisticated
critical analysis
of the author's
argument,
demonstrating
refined
independent
thinking in
developing
reasons for
assertions made.
Connect content of the
reading to content
addressed in class
and/or to relevant
topical issues and
events in the artworld.
There is no
evidence of
connections made
between content
of the reading and
course content
and or relevant
topical issues in
the artworld
There is minimal
evidence of
connections made
between content
of the reading and
course content
and or relevant
topical issues in
the artworld.
There is some
evidence of
relevant
connections made
between content
of the reading and
course content
and or relevant
topical issues in
the artworld.
There is
considerable
evidence of
relevant
connections
made between
content of the
reading and
course content
and or relevant
topical issues in
the artworld.
There is
extensive
evidence of
highly relevant
connections
made between
content of the
reading and or
course content
and or current
topical issues in
the artworld.
Style and structure The sentence flow
is not logically
ordered in the
written report.
There are serious
grammar issues.
The sentence flow
is difficult to
follow in the
written report.
There are some
issues with
grammar.
The sentence flow
is logically
ordered in the
written report.
There are some
minor issues with
grammar.
The sentence
flow is logically
organised in the
written report.
There are few
issues with
grammar.
The sentence
flow is very well
handled in the
written report.
There are no
issues with
grammar.
Course learning outcomes addressed in this task:
1. Communicate ethical ideas and information relevant to cultural property and legal issues.
2. Appraise legal resources and support available to cultural practitioners.
How will students receive feedback on this task:
Students will receive feedback from the lecturer on their participation through a provisional
participation mark halfway through the semester.
Assessment Task 4
Title: Critical Reactions
Weighting: 10 %
Assessment type: Project
Word count: 800
SAHT9113 Cultural Heritage, Ethics & Law
Created: 17 July 2017 11
Requires group work: No
Assessment summary
Due: from the Wednesday following in-class coverage of the topic.
Assessment length: 200 words x by at least 4 Critical Responses (at least 800 words).
Assessment Summary: To support your peers in generating in-class discussion each week
all students are required at least 4 times during the semester to respond critically and
analytically to a REACTION PIECE. After carefully reading the relevant course reading, you
might add a comment that endorses or disagrees with opinions advanced.
You might consider framing your argument based on new material, other available peer
opinions, an alternate context, or your own experience. Please remember: always be
respectful and professional. The purpose of CRITICAL RESPONSES is to demonstrate that
you have thought carefully and critically about one or more readings, to communicate your
ideas clearly and logically and to facilitate further class discussion.
* Please post your CRITICAL RESPONSES to the discussion thread for the topic set up on
Moodle.
1. Go to the Moodle site for SAHT9113 via MyUNSW
Click on ‘Discussion Forum’ then select the relevant weekly topic. Read your peers’
REACTION PARAGRAPHS, then add your CRITICAL RESPONSE
Submission details: From Week 2
Due: Week 2
Assessment Criteria With Marking Rubric
SAHT9113 Cultural Heritage, Ethics & Law
Created: 17 July 2017 12
CRITERIA FL PS CR DN HD
Critical analysis of
reaction piece that
provokes further
discussion.
A basic summary
of the reaction
piece is provided
without critical
analysis or
reasons for
claims made.
A basic analysis
of the reaction
SAHT9113 Cultural Heritage, Ethics & Law 代写
piece is provided
with minimal
critical analysis
and or reasons for
claims made.
A critical analysis
of the reaction
piece is provided
demonstrating
independent
thinking in
developing
reasons for
claims made.
A sustained and
provocative
critical analysis
of the author's
argument is
provided
demonstrating
considerable
independent
thinking in
developing
reasons for
claims made.
A sophisticated
critical analysis
of the author's
argument,
demonstrating
consideration of a
range of different
perspectives in
developing
reasons for
assertions made.
Connect content of
response to content
addressed by
peers/own experience
and/or to relevant
topical issues and
events in the artworld
There is no
evidence of
connections made
between content
of the reading and
course content
and or relevant
topical issues in
the artworld
There is minimal
evidence of
connections made
between content
of the reading and
course content
and or relevant
topical issues in
the artworld.
There is some
evidence of
relevant
connections made
between content
of the reading and
course content
and or relevant
topical issues in
the artworld.
There is
considerable
evidence of
relevant
connections
made between
content of the
reading and
course content
and or relevant
topical issues in
the artworld.
There is
extensive
evidence of
highly relevant
connections
made between
content of the
reading and or
course content
and or current
topical issues in
the artworld.
Style and structure The online report
is difficult to
follow because
the sentence flow
is not logically
ordered and or
there are serious
grammar issues.
The online report
is at times difficult
to follow because
there the
sentence flow is
not logical and or
there are some
issues with
grammar.
The online report
is logically
ordered There are
some minor
issues with
grammar.
The sentence
flow is logically
organised in the
online response.
There are little to
no issues with
grammar.
The sentence
flow is very well
handled in the
online response.
There are no
issues with
grammar.
Course learning outcomes addressed in this task:
1. Analyse ethical and legal principles in a curatorial context and their impact on cultural
practices.
2. Develop and support arguments on current ethical/legal issues relating to curatorial contexts.
How will students receive feedback on this task:
Students will receive feedback from the lecturer on their participation through a provisional
participation mark halfway through the semester.
General Assessment Feedback Strategies
Under normal circumstances, feedback for assessments in this course will be delivered in a format that
is suitable for the assessment task within a period of 10 working days of submission. Feedback for the
final assessment task may require a longer period of processing before feedback is delivered.
SAHT9113 Cultural Heritage, Ethics & Law
Created: 17 July 2017 13
Topics and Dates
WEEK
WEEK
STARTING TOPIC NAME ASSESSABLE TASKS
NON-
ASSESSABLE
TASKS
1 24 Jul Overview of course; discussion of
'cultural property', 'cultural
heritage', 'law', and 'ethics'.
2 31 Jul Conflicts: ethics for organisations,
institutions and individuals
(including debates around 'cultural
appropriation')
Reaction Piece: Ongoing assessment from w2.
Critical Reactions: From Week 2.
3 07 Aug Intellectual property (with
emphasis on copyright and moral
rights)
Tutorial presentation (small group) and short
paper : Allocated during the first class -
presentations/papers from week 3 depending
on class numbers.
4 14 Aug Indigenous IP concerns
5 21 Aug Blasphemy & sedition
6 28 Aug Obscenity & classification
7 04 Sep Non-Teaching Week
8 11 Sep Children in the creative process
9 18 Sep Theft and illegal export of cultural
objects
25 Sep Mid-Semester Break
10 02 Oct Issues in public art (including
'moral rights', public consultation &
contractual issues)
Essay: Assessment due.
11 09 Oct Provenance: due diligence, chain
of title, gifts and purchases
12 16 Oct Loans & deaccessioning
13 23 Oct Defamation & wrap up.
14 30 Oct
15 06 Nov
SAHT9113 Cultural Heritage, Ethics & Law
Created: 17 July 2017 14
References for this Course
• Students are encouraged to sign up to each of these sites for accessing content useful in making
additional online contributions:
http://www.globalmuseum.org/
https://news.artnet.com/
• Collections Law: http://www.collectionslaw.com.au
• Prowda, Judith, Visual Arts and the Law, Lund Humphries, Farnham, UK, 2013.
• UNSW Library: http://info.library.unsw.edu.au/web/services/services.html (and see the law library near
the Squarehouse at Kensington)
• Australia Council: www.australiacouncil.gov.au/
• Australian Copyright Council: www.copyright.org.au
• Arts Law Centre of Australia: www.artslaw.com.au
• ViSCOPY: www.viscopy.org.au
• National Association for the Visual Arts Ltd (NAVA): http://www.visualarts.net.au/
• World Intellectual Property Organisation (WIPO): http://www.wipo.int/portal/index.html.en
• United Nations Educational, Scientific and Cultural Organisation (UNESCO):
http://www.unesco.org/new/en/unesco/
• Austlii: www.austlii.com.au
General Information
Academic Honesty and Plagiarism
Plagiarism is taking the ideas, words, images, designs or objects of others and passing them off as
your own. Plagiarism is a type of intellectual theft. Plagiarism can take many forms, from deliberate
cheating to accidentally copying from a source without acknowledgement. Plagiarism can have serious
consequences, so it is important that students be aware of what it is, and how to avoid it. All written
submissions are automatically checked for plagiarism using the Turnitin site.
Please see the Academic Integrity & Plagiarism website student.unsw.edu.au/plagiarism for further
information.
The Learning Centre can provide support and workshops. Please see lc.unsw.edu.au. In all
assessment tasks, any material or ideas taken from another source must be referenced in accordance
with the Referencing Style Guidelines as outlined in the UNSW Assessment Policies.
Referencing Requirements for Assessments
This course follows the Oxford Footnote / Bibliography referencing system. Useful guidelines on how
to reference according to this system can be found at: http://libraryguides.vu.edu.au/oxford-
referencing. You may follow these guidelines in your assessment tasks, or seek additional advice from
your lecturer. Oxford styles for Endnote are downloadable from the Endnote website.
Accurate and correct referencing is an important academic prerequisite at University level, and if your
work does not meet these requirements, it will be marked down, or in more serious cases it may be
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treated as an instance of plagiarism and academic dishonesty.
Health and Safety
Ensuring student and staff health and safety is very important at UNSW Art & Design. Health and safety
is everyone’s responsibility. As a student, you have a responsibility not to do anything that risks your
own health and safety, or the health or safety of your fellow students, staff members or visitors. This
means, for example, exiting the building during a fire drill; wearing personal protective equipment and
clothing (PPEC) when staff or signage instructs you to do so; undertaking induction to using
equipment or carrying out processes that require specific knowledge; and reporting hazards or
incidents to your lecturer or supervisor as soon as you become aware of them. For more information
please see ohs.unsw.edu.au. You can also find safe work procedures relevant to your course on the
UNSW Safesys website safesys.unsw.edu.au by logging in with your zID.
After Hours Access to the Paddington Campus
The core operating hours for the Paddington Campus are below. All students have access to the
campus during these hours:
Monday to Friday 0800 – 2100
Saturday 0900 – 1700
Some students are permitted to have “After Hours Access” (AHA) to the campus upon completion of a
series of inductions. The inductions are dependent on location, as well as the types of activities
undertaken in those locations. The first of these is this Primary Induction, and this must be
completed online flip.unsw.edu.au/app/#/subpackage/4322. All students requiring AHA are required
to complete this induction. The Primary Induction gives access to the following Low Risk areas:
Post Graduate Students
PG Research students – Level 4 F Block, Computer Labs and Learning Commons
Master of Art students – Level 3 F Block, Computer Labs and Learning Commons
Master of Design students – Level 3 D Block, Computer Labs and Learning Commons
Master of Curating and Cultural Leadership students – D207, Computer Labs and Learning
Commons
4th Year Undergraduate Students
Fine Arts – Level 1 & 3 F Block, Computer Labs and Learning Commons
Design – Level 3 D Block, Computer Labs and Learning Commons
Media Arts – Level 3 D Block, Computer Labs and Learning Commons
Subsequent inductions are workshop and lab specific, and are conducted face-to-face by the UNSW
Art & Design Technical staff. Students and staff must first successfully complete the Primary Induction
before requesting a Workshop/Lab specific Induction.
Additional Support for Students
At UNSW you can also find support and resources if you need help with your personal life, getting
your academic success on track or just want to know how to stay safe. See
student.unsw.edu.au/wellbeing.
Additional support for students is available by contacting the following centres:
Student Support and Development student.unsw.edu.au/support
Academic Skills and Support student.unsw.edu.au/academic-skills
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UNSW IT Service Centre it.unsw.edu.au/students/index.html
The Current Student Gateway student.unsw.edu.au
Student Equity and Diversity Unit (SEADU) studentequity.unsw.edu.au 02 9385 4734 -information
and support for students with disabilities.
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SAHT9113 Cultural Heritage, Ethics & Law 代写
