SRC Counter Guide 2010

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2010 Counter Guide

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What is the SRC Editorial Office Bearers say hello Campus Life Welfare Survival Education Survival Legendary Lecturers Counter Guide

The Student Representative Council acknowledges the traditional owners of this land, the Kaurna people of the Adelaide Plains.

We recognise and respect their cultural heritage, beliefs and relationship with the land. We acknowledge that they are of continuing importance to the Kaurna people living today.

If you are reading this, you are standing on Aboriginal land.

Please recognise and respect this.

the team

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The Survival Guide & Counter Calendar is a publication by the Student Representative Council.

The opinions expressed are not necessarily those of the editors, The Student Representative council, The Adelaide University Union or the University itself. Whilst we aimed for accuracy and truth, if you need help see a professional!

Editors: Ashleigh Lustica Hayden Tronnolone Designer: Steph Walker Big thanks to: Vicki and Chris (the excellent EWOs) Pranee (also excellent AUU Employment Consultant) Lara and Kim (AUU staff and tolerators of Ash and Hayden) Sam (for website construction) Helen, Jess, Kim, Lauren, Nicholas, Dominic (proof readers and contributors)

all the info you need in an convenient location.

Are you lost? The Counter Guide is divided into four sections: 1. Campus Life 2. Welfare Survival 3. Academic Survival 4. Course Guide check out the navigation page (page 2) or flip through and find the title pages dividing up the mag.

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What is the SRC?

If only we knew more!

The Student Representative Council or the SRC is the peak representative student body of Adelaide University Union (AUU) that exists to represent all students of Adelaide University to the Uni itself, all levels of government and the wider community.

The SRC is a relatively new affiliate of the Union, after the previous representative body, The Students Association University of Adelaide (SAUA) collapsed after the Voluntary Student Unionism Fee what brought in by the Howard government.

You may have heard the term, “pre-VSU” or “VSU” being thrown around uni. Before Howard decided to make student unionism compulsory, students would pay their union an annual fee, which provided all students with all the services, representation and events.

Including emergency accommodation and owning the unibar and food services on campus, student life was thriving and the student voice had the power to be heard.

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Since VSU has come in the AUU and its affiliates have had to have a bit of a shakeup but they still provide the best services, representation and events possible!

What does the SRC mean for YOU? As a student the SRC helps you out by: Being the student voice to the Uni Sitting on University committees to represent the student voice on uni decisions. Usually this is the first and sometimes only way students can find out what is happening within the university. This includes being a part of university organized student focused groups, submitting submissions for department reviews and representing student opinions to the university.

Running informative campaigns The SRC campaigns to advocate and defend the rights of all students to education on the basis of equality, without regard to race, colour, gender, sexuality, age, physical disability, economic circumstances, religious conviction, or national or social origin.

Lobbying government It’s an election year and it’s time to tell the government we’re not satisfied with the support we receive. Last year students nationwide wrote submissions, held sleep outs and staged events to highlight the disadvantages of the centrelink requirements for study help and the numerous welfare issues students’ face.

So stand for student rights, you deserve decent tertiary education and experience. To get involved, or to have your say

Contact srcpresident@ auu.org.au or come to AUU reception

Welcome to the 2010 Adelaide SRC Survival Guide & Counter Calendar!

To all returning students, welcome back to Adelaide Uni. To all new students, welcome and congratulations! We hope you enjoy your time here, and manage to survive Orientation (don’t worry, it’s not that bad, until the bus rides and white fear start, then you’re in trouble).

By now, you’re probably wondering, “what is this overly friendly publication I now hold in my hands”?

The first half of this magazine is the SRC’s Uni Survival Guide. It’s a crash course on everything you need to know for your time at uni (outside of your courses, of course, that would make it too easy). All the information has even been organised into three sections; welfare, education and uni life. How good is that?!

The Survival Guide and Counter Calendar is your guide to studying at university. Each guide is grown in a secluded valley using pure spring water. They are then harvested and allowed to age in oak barrels for up to 25 years. Once approved by the tasting panel, they are removed and individually blessed by the holiest people on campus (i.e., anyone we could find hanging around the Unibar). Each guide is then rushed to you.

Past the survival guide lies the Counter Calendar (which contains neither enumerations nor any system for measuring time). The calendar contains reviews of courses offered at Adelaide Uni written by the students who took them. While the university can tell you what’s in each course, the Counter Calendar gives you an idea of what the course is really like, whether it is interesting or a waste of time, what the assessment was like and everything else you’d want to know, all from a student’s perspective. The reviews were submitted via the SRC’s website, adelaidesrc.com towards the end of 2009. Apart from some minor editing, we have tried to present the reviews as they were submitted.

Of course, some will disagree with the above (extremely accurate) depiction of the guide’s creation.

To satisfy these “deniers”, we are required to present the alternative version.

At the same time, we asked respondents to nominate their favourite lectures and also give a piece of advice for first year students (hastily named e-pop!). The responses can be found in the Counter Guide and Survival sections respectively.

The Survival Guide and Counter Calendar is an annual publication written and compiled by the representative affiliate of the Adelaide University Union, which is today known as the Student Representative Council (SRC).

Just like Tiger Woods affairs, creating this guide wouldn’t have been possible without so many peoples’ help. We would say a huge thanks to the EWOs, Vicki and Chris, for letting us lob in and take up their time, and for contributing wonderful articles with very short notice,

This is the editorial page from Ash & Hayden

to Pranee, the AUU Employment Consultant, for contributing on all things employment related with the same short notice. To Lara for guidance on all things magazine-y, Kim at front office, for everything especially the crown mints (Hayden) and listening to usually incoherent rants or watching us storm around the office (Ashleigh) or create dance moves and to Helen Chadwick, Jess Capitanio, Kim Dowling, Lauren Moulds, Nicholas Perry, Sam Deere and Dominic Mugavin, our expert proof readers, review compilers and contributors.

We would also like to thank Steph Walker, who designed what you’re reading (and deleted the bigger thankyou note written by us so she could fit all the text on this very page.

One final thanks must go out to everyone who gave up precious exam or holiday time and contributed a review for the Counter Guide. The Counter Guide relies on your contributions, so on behalf of everyone who uses this guide, thank you for giving up your time.

If there is anything you would like to see in future guides, or think something here is complete crap, don’t hesitate to get in touch with the SRC (srcpresident@auu.org.au) or drop in to the SRC Hub on level 4 of Union House.

Ash and Hayden (i.e. the people to blame)

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Ash SRC Pres Welcome to the 2010 academic year, a time for laughs, lawn sits, drinking, stressing, assignments and - if you’re lucky - exams! This year, whether it’s your first year or your final, will be huge.

Every year the pressure on students seems to grow, the days seem to get shorter and the time to just sleep seems to disappear.

Yes I may be wistfully wishing I was once again five years old, but our few short years at uni are what we make of them Getting involved in the SRC is a vital part of that “wholesome experience” that is going to university. The SRC gives you the chance to actually fight for what you believe in, and to fight for a better deal for students. And that big busy year I was describing… yes here it is: Changes to Youth Allowance both good and bad are being debated in the Senate as I write this; ultimately it’s all going to depend on Senator Fielding not being a douche and you the student demanding better. The SRC in 2009 held major events on student income support – the ‘marriage of convenience’, where members of the SRC took part in sham marriages to highlight the absurd criteria of Centrelink requirements for Youth Allowance. As well as the ‘sleep out for student poverty’, where the SRC and students braved a rainy winter’s night in tents to highlight student poverty. The SRC also put out ‘two-minute students’ – a public submission into the state of student poverty at Adelaide Uni. This year the 2010 SRC plans to continue to raise awareness and demand better from the university and government. Its an election year both at state and federal level, so it our opportunity to lobby the government on what we want. There are so many fights to be had on the affects of deregulation, course and department rationalizations, the future of our campus with the new learning hub being built on Hughes Plaza, and so much more.

We need to keep fighting on issues that affect students. If we don’t, no one else will. So have a look at the focus each office bearer of the SRC is taking this year, get involved and have your say about your university experience. To have a chat, a whinge or a general squizz around the SRC hub, come up to Level 4 of Union House or drop me an email at srcpresident@auu.org.au

n e l y e H cretar e S l a Gener Hi! I’m pleased to introduce myself as your new SRC ‘Gen Sec’.

I’m basically in charge of the administrative side of the SRC. This means taking minutes at meetings and watching the budget. Although I don’t have a specific office to look after, I’m here to make sure that the SRC runs smoothly and correctly. That’s not to say I don’t have an interest in any of the issues that face us as students. I’m passionate about fair and adequate student income support, which is preferably above the poverty line, so that we can put the most into our studies in order to get the most out of them. I also think it’s important for us to look at issues other than those directly affecting just students, such as women’s and queer rights, and the environment. Students have been able to influence the world in the past, why not now?

I have finished my undergraduate degree here at Adelaide University (no, not in Law or politics, but a BA in history), and am looking forward to a wonderful year of honours and a 15,000 word thesis. As an arts student, my advice to other arts students would be to spend your first year figuring out what kind of area you want to study, by doing as many diverse courses as possible. My biggest regret is not doing a language. If you can’t fit one into your degree, look at doing a Diploma of Languages. And when you get into your third year, apply for an internship! I did the Arts Internship in my last semester and learnt more about the professional side of the profession I would like to enter that I had in the previous two and a half years at uni.

Office Bearers

Hayde

n

Welfare Officer

Whenever I have to write about something the first thing I do is look it up in a dictionary. Thanks to ttechnology I can also now just copy and paste what I find.

Sam Ed

r

Office n o i t a uc

Welfare: a) the health, happiness, and fortunes of a person or group: they don’t give a damn about the welfare of their familie b) statutory procedure or social effort designed to promote the basic physical and material well-being of people in need : the protection of rights to education, housing, and welfare. c) inancial support given for this purpose.

Welfare is about your wellbeing, whether it be financial, physical or mental. It is about access to financial assistance, advocacy and counselling for all who need it.

If you’ll allow me to sound like a condescending wanker for a bit (and you really don’t have a choice in this medium), welfare is about equality and access to education. Everyone has the right to an education, and each individual’s success in that education should depend only upon the work they put into it, not how much money their family has, where they live or any other external influences.

The challenges faced this year will not be easy to overcome.

2010 sees the biggest changes to Centrelink payments for students in over a decade, however large sections of the legislation have yet to pass through parliament. This has left many students unsure of what support they will receive, while even with the changes basic support is out of reach for many who need it. I hope to continue to raise this issue this year and fight for fair income support for all students.

Around 1 in 4 people will suffer some form of depression by the age of 25. However, often the symptoms are ignored or not even recognised. Additionally, in any year, 1 in 10 people aged between 18 and 25 will experience an anxiety disorder.

I hope all of us together can help to raise awareness of these conditions, and hopefully encourage more people to seek help when then need it.

I’m Sam Deere, the SRC Education Officer. I’m in second year, studying Politics/International Studies.

As you can probably infer from the name, the Education Officer is responsible for any educationrelated issues that students might face on campus.

It’s a pretty broad brush. One of the biggest issues I’ve been dealing with (I was also Ed Officer last year) is the less-than-sexy sounding Undergraduate Program Structures Review, which may or may not completely change how degrees are organised, and could have serious implications for things like Youth Allowance, and HECS (not to mention degree length and employability). I’m also planning to campaign against unnecessary or illegal course costs (such as course readers, which can, in some cases run to hundreds of dollars per semester, and could easily be put online).

If there are any issues that you face on campus regarding an academic problem, if there’s something that’s impacting on your studies, or you just want somebody to talk to on those long summer nights, then get in touch, my email is srceducation@auu.org.au

If you would like to discuss any of these issues further, get involved with a campaign, or suggest a better dictionary, please don’t hesitate to contact me at srcwelfare@auu.org.au

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S arah W omen’s

Officer

Hi guys.

My name is Sarah Anderson and I’m the Women’s Officer.

This year my aim is to ensure the women’s department is relevant for all women at Adelaide Uni irrespective of background, age, faculty etc. With this in mind I am planning a range of campaigns and events which will touch on a variety of women’s issues. The first major campaign of the year is a women’s health expo in April on the Barr Smith Lawns with a range of community groups from Shine to Breastscreen SA in attendance. Secondly, we will be focusing on women’s right to earn equivalent pay alongside their male counterparts in the workforce – an issue facing women once they leave uni. Also, for semester 2 I am organizing a ‘1 in 5’ campaign following on from the ‘1 in 3’ campaign from August 2009, this time focusing on the unfortunate statistic that one in five women will face sexual violence. Finally, there will be other events for international female students as well as some light hearted events to simply enjoy being a woman at Adelaide Uni. Feel free to contact me or to get involved at srcwomens@auu.org.au

y e n t r Cou fficer rO

Quee

We’re here, we’re queer, and it’s gonna be an awesome new year.

Hey, my name is Courtney Griffiths, and I’m this year’s Student Representative Council Queer Officer on campus. A big welcome to all new students to Adelaide University in 2010, and welcome back to those continuing their best years of their life here still. A bit about myself, I’m currently studying Psychology and French as part of a BA and Spanish in a Diploma of Language. I’m training as a Officer Cadet in the Australian Army Reserves, I live out of home with other uni students and a crazy kitten and, oh yeah, FYI, I’m gay. Not that it should matter, it doesn’t change who I am or make me a different person. Unfortunately though this bit of information about myself flings me head-first into a label that all minority groups seem to be stamped with.

Society has come a long way from where we used to be.

Homosexuality is no longer considered a mental illness, and there are laws in the workplace to protect us from discrimination, but there’s still a lot of work to be done. I long to live to see the day where there can be other-than-heterosexual couples on the TV screen and there not be uproar on censorship. I can’t wait ‘til I’ll be able to marry the one I love and be fully recognised by the law and the church (okay, fat chance, but the sky’s my limit). I want to have the comfort of being able to adopt children if I find out I can’t have my own. I look forward to not having my sexuality used as an insult in daily conversation. “Oh my god, that’s so gay!” I continue to pray that uni students here at Adelaide that are struggling with their sexuality will find better help and support than I did only a few years ago.

This year as Queer Officer, I look to rectify these issues. I plan to resurrect the only queer group on campus, Pride, and help build up their peer-to-peer support services. I will ensure that the Day against Homophobia (May 17) is felt on campus. I also plan to help lobby parliament for same-sex marriage rights in rallies and protests.

Maybe I ask too much. Maybe it’s selfish of me to ask for what 90 percent of the population get to take for granted. However, I’ve always believed that what you have to fight for is all the more worthy and precious. That you get what you settle for. And I won’t settle until there is no need to clarify difference in sexuality, because they are all equal.

If you want join in or have any questions send me an email at srcqueer@auu.org.au

It is an honour to serve as the Ethno Cultural officer in the Student Representative Council as it grants me the opportunity to represent your voices and concerns to the relevant bodies so as to ensure that each and every of your views are being heard and looked into. Coming from a multicultural background and being able to converse in some commonly spoken languages such as English, Tamil, Malay and Mandarin assists me to communicate with students from different cultures and ethnicity. However, having said that, I am a little ambitious and anxious to meeting many other domestic and international students from diverse cultures in the University in order to foster a multi-culturally bonded student community.

2010 is going to be a colourful and exciting year for all of you. Through the participation in the ethno-cultural activities, you, the aspiring leaders of tomorrow, can be equipped with a better understanding of global cultures. Therefore, keep a lookout for exhibitions on the different festivals, movie screenings, forums talks and seminars by invited guests in order to promote interdisciplinary engagement with issues of ethnicity and culture within the University.

Office Bearers

Raman a E

than

thno C ultural Officer

Apart from these events, there will also be an array of collaborations with the existing cultural groups and societies within the University as well as external ethno-cultural groups for major events such and Multicultural Week and International festive celebrations.

Celebrations are not all that you can expect. The ethno-cultural officer also aims to assist in facilitating issues pertaining to accommodation, welfare services and support, adaptation to the new living and learning environment in Adelaide.

In order to have a holistic University education, it is essential to have a balance between studies and extra-curricular involvement thus adding more colour and vibrancy to the true spirits of University of Adelaide. Should you be keen to play a more proactive role beyond participation in these events, you are most welcomed to drop me an email at srcethnocultural@auu.org.au for further discussions.

Get your gears ready to be part of a vibrant campus culture!

Welcome all the students to Adelaide University, SRC for international students is a place to share your experiences, be they enjoyable or stressful, to help each other to settle down quickly, focus on academic life and enjoy life here in Adelaide.

As an international student, certainly we face challenges. We have the obstacle of language which is a basic communication tool, as well as the culture shock due to the diversified culture, and being far away with our family makes us emotional affected.

Furthermore, the various individual culture backgrounds create more potential opportunities to develop ourselves.

The aims and objectives of SRC are to promote and assist the welfare, social, educational and cultural activities of international students and to promote multicultural campus in Adelaide Uni. We help with fair and equal resolution to welfare. In addition, the Overseas Students Association is also available to facilitate the multi-cultural life in the campus, we hope you will join and support it.Â

g n i T u Xernational Student Officer Int

With positive attitude and have the awareness to communicate with different communities and try to understand and respective other cultures. If you have any comments to the international students, feel free to come to the level 4 Uni Building or contact me at srcinternational@auu.org.auÂ

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JEnoel vironm

ent O fficer

At uni this year, you are going to print out pages like you never knew. Then the printer will jam and you’ll have to print them out again. You’re going to sit in unnecessarily well-lit lecture theatres. Sometimes you might be so late to uni that you’ll consider driving. You may also drink a lot of non-carbon-neutral beer.

However, you can make sure that your time at Adelaide is of net environmental benefit, by getting in on the intense eco-action that will be making 2010 a year to remember for all those who enjoy remembering eco-action.

My name is Joel Dignam, and I’m studying second year Sustainable Energy Engineering and am a member of the Adelaide Uni Debating Society and the Australian Youth Climate Coalition. I don’t really care about polar bears, but care deeply about making sure that the generation preceding mine doesn’t bugger up the world that we are going to inherit. I’m pumped to shake things up on campus.

Environmental issues are of more consequence at this moment in history than they ever been. We are consuming resources far too quickly, rapidly exhausting the ingredients of our lifestyle even as we pollute our waterways and our atmosphere, endangering so much that we have come to take for granted.

So it’s one hell of a time to be SRC Environment Officer, as we have a real opportunity on our hands. Through conservation and more efficient use of resources, as well as use of modern, clean technologies, it is possible to live not only sustainably, but more healthily and happily. That’s the vision. In my role, I hope to raise awareness of the challenge and the chance that we have, as well as helping in the implementation of steps towards sustainability.

If you give a shit, then get in touch. I’d love to hear from anyone who has an idea for a campaign or a focus, or even is just interested in getting on board with existing (or soon-to-be existing) campaigns.

E-mail srcenvironment@auu.org.au

c fficer e O B e c i t s Ju Social Welcome! I’m Bec Taylor, your new Social Justice officer, and am about to embark in my third year studying environmental management and biology, which ties nicely with my passion of ethical and ecological sustainability, social justice and human rights.

Social Justice is about the awareness and understanding that all humans have an equal right to their basic needs and human dignity. There are many organisations which are represented at our lovely institution which are about empowering those who may not have the resources or knowledge to do it themselves. They can provide aid, skills, materials, support and a voice for those oppressed, vulnerable, marginalised, and stricken by disaster, cruelty, or corruption. Amnesty fights for human rights for those denied justice and freedom, whilst Oxfam and Oaktree work to eradicate poverty and injustice. Religious groups also have a strong sense of charity, and seek to do good works in local communities. Every bit of support you have for campaigns these groups advocate can make a huge difference somewhere.

For example, have you ever been into the Unibooks Cafe and wondered what Fairtrade coffee was all about, but snubbed it because it’s 40c dearer? Buying products under the Fairtrade label requires the company to pay sustainable prices and allow decent working conditions for the farmers and workers in the developing world, hence enabling them to improve their position and have more control in their lives. Together with the Oxfam group, one of my aims is to uphold the university to ethical standards, and make our uni Fairtrade.

I am here to facilitate your ideas of acting on social justice issues at any level- no issue concerning inequality is insignificant!

Drop me an email at srcsocialjustice@auu.org.au Peace and support!

Open Nominations

Unfortunately not all positions were filled during the SRC elections in 2009! Applications for the following positions are available from the reception of the Union, Level 4 Union House (Next to STA travel).

Any questions? Contact the President at srcpresident@auu.org.au Positions:

Aboriginal and Torres Strait Islander OfficerCandidate represents students in all Aboriginal and Torres Strait Islander issues.

Candidate must identify as Aboriginal or Torres Strait Islander Ability OfficerCandidate represents students in all ability issues. Candidate must identify as disabled

Campus Life

Like a pub but with learning

Campus Landmarks:

The notable attractions of Adelaide Uni

The Barr Smith Lawns Frequented by arts and humanities students, the lawns are the best place to spend lapping up the sunshine come summertime. For the sleepy student there are some comfy, shady trees around the edges to nap under and watch those students with more energy play hacky-sack or frisbee.

The lawns are also the place for AUU events like O’week, SRC campaigns and even the student elections, where students can be seen sprinting past the lawns to avoid the pollsters. If something interesting is going on, join in as there’s usually free food.

The lawns are lovely, and there’s even a Facebook Fan Page where you can show your appreciation of them.

The Unibar Love it or hate it, the uni bar is a place you can rely on to help drown your sorrows, be they academic, financial, or romantic sorrows- especially during happy hour, where a poor student can score a pint for $3.50. The smell is a suspicious mix of alcohol and bodily fluids, the carpet is squishy and beer ridden, the pool playing kids seem to be there every day, and the dress code of whatever-the-fuck-you-want becomes a comfort during your time at uni, so enjoy it. And every once and a while, remember to salute the Guru- the print on the wall of a fat, cork-hatted man floating with a beer (We love you Guru!).

The Whale Sculpture? The Fones? Terracotta shade giver?

Not sure what to call them? Neither do we. Rumoured to have been erected in an ill-advised attempt to make the Uni look hip and arty, these large enigmatic horn/ tail-like sculptures have lived happily on the Barr Smith Lawns for quite a while. They provide the perfect shade, a photo opportunity for the ever-present tourists, and in the ‘mouth’ of one of the bizarre objects, a comfy bed for the imaginative student.

Another top shady spot though.

Ligertwood Plaza: A whole great slab of emptiness The unattractive and rather useless space between Bonython Hall and Ligertwood Building (Law School) is nothing more than a functional slab of concrete to support the car park below. Since ‘renovations’ were conducted through most of 2008, the space now has large concrete planter boxes for skinny trees. What’s great about the round tree holders is that they are made of lovely concrete to match the slab! So in winter they’re like ice to sit on, and in summer, a personal bum warmer (or maybe burner).

Legend has it, during the 70’s, in order to prevent student activist anti-Vietnam protests and rallies there, the area was turned into a pond. However, they realised the car park was too structurally weak to support the water without collapsing, so the pond remain dry for decades before being replaced by a cement slab, recently upgraded into a ‘renovated’ cement slab

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The Barr Smith Library

What you don’t know could fill a book maybe even 2 million You may flick through the pages of some of this guide and think “not me, not applicable” but the Barr Smith Library (BSL) is another matter.

You may be like me and not visit the library for the first six weeks of term (regretful sigh) but in truth the BSL can be a very helpful friend. Of course it has books, lots of them, dense impenetrable mazes of them, but it also has photocopiers, bean bags and study spots and you almost certainly will need at least one of these sometime in your degree.

The BSL can be intimidating because of its size, spanning 4 levels, multiple rooms and over 2 million books! The first thing to learn is you actually enter the library on the 3rd level. Level 4 is special collections and such, though it could be moving due to renovations in Hughes Plaza.

Level 3 is the place to borrow, get help connecting to the wireless network, and attempt to get help from the help desk (but beware - sometimes they bite!). The reserve section is here and so is the collection point for books on hold, as well as the dashing red and grey student study/hangout/ nap-place/you-name-it. Renovated to be more student friendly in 2009, this section of the library is truly great if you’ve got group study to do or you need to eat while you study. The whiteboards are pretty cool if you want to play teacher too. There are also computer labs (including the 24hour suite) and toilets here.

If it’s books you’re looking for you’ll most likely have to venture to level 1 and 2. With the interesting lino patterned floor and the hateful stares you get from ‘serious studiers’ when you walk past loudly, (thong clacks echo badly through the BSL) this place is big, so don’t get lost.

The only ways to venture deep into the labyrinthine bowels of the BSL with a hope of return is to either: 1. Drop breadcrumbs behind you, a la Hansel and Gretel, or; 2. Book in for the Barr Smith Library tour in O’week / Do an online library tutorial

Stuff to know Your student ID card is also your library card- another reason not to lose it.

The website www.adelaide.edu.au/ library is your friend, where you can search the catalogue, look up the electronic resources like journals and such, use the A to Z of the library to find out the nitty gritty’s and also check ‘My Library’.

‘My library’ is actually your library account, where you can request and renew books, and watch your demerit points grow every time you get a book in late! Watch out for this- when you reach enough demerit points, you’re banned from the library for a while!

There are several other libraries around the place, namely The Law Library in the bottom level of the Ligertwood Law building, and the Elder Music Library, as well as

branch libraries at the Roseworthy and Waite Campuses.

Stuff to love The Reading Room is a fantastic place to study, or just examine the roof. Its oh-so-pretty renaissance design with Latin inscribed frieze is just lovely.

It’s the biggest and the best library in South Australia (Take that, Flinders and UniSA!) Stuff to be annoyed about With all the changes to developing the Learning hub in the Hughes Plaza, in order to accommodate extra space for a while there may be changes to the library. Ask the library staff on level 3 when you need help.

People being loud when you actually are attempting to study. You have a right to remind them to be quiet, just do it nicely!

Maps of the lib: http://www.adelaide. edu.au/library/about/libraries/bsl/ maps/

National Union of Students

The National Union of Students (NUS) is the peak representative organisation for students in Australia.

When you become a tertiary student, you join approximately 900, 000 others across the nation, a substantial number for a country with a population of only 21-odd million. NUS organises national campaigns involving all states and campuses working to protect the rights of students by promoting the common interests of students, as elected by students. The union is made up of member organisations, meaning you as part of your campus organisation are also represented.

Run by students for students, the union provides political representation committed to making sure that the student perspective is heard and is taken into account when decisions that affect students is made.

Along with issues that affect all students, NUS also supports campaigns

promoting women’s issues, cultural and race issues, queer issues, international student issues and environment issues, facilitated by officers in these specialist departments.

The difference between NUS and your local student organisation is that NUS facilitates the organisation of national and state-based campaigns across many campuses. By linking up in coordinated campaigns, students have a greater ability to collectively speak out in the media. In addition, NUS acts on behalf of students to lobby the government and other decision

making bodies.

In 2009, NUS led the ‘Demand a Better Future’ campaign that fought to abolish full fee paying places, decrease HECS, provide fair income support and scrap VSU. The SRC contributed to this campaign by running campaigns on the NUS National Day of Action, with our ‘Wedding of Convenience’highlighting the absurd ways you become independent for Youth Allowance and a Sleepout for Student Poverty, to pressure the government to make student friendly changes to youth allowance in the Federal budget.

The best bit about it is that any student can get involved in NUS. The union has both an office and branch in every state, and office-bearers love hearing from interested students. To get involved in NUS campaigns or to find out more, look at the NUS website www. unistudent.com.au or contact the SRC Pres at srcpresident@auu.org.au to find out what Adelaide Uni is doing!

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Welfare Survival There’s something about the EWOs

From taking on Centrelink to scoring a place to live (and what crap to fill it with), you’ll find everything you’ll need for your welfare survival here.

Now, if only actually dealing with Centrelink was as simple as this guide…

About the EWOs The Education and Welfare Officers (or EWOs as they are commonly known1) are the people to turn to for all your welfare help. If the university were a comic book, then the EWOs would be the superheros. They can help you with Centrelink and legal issues, provide counselling (academic, personal and financial), give financial assistance, advocate for you in academic and administrative decisions and much more. On top of all this, they are free! Basically, the EWOs should be your first stop for all your welfare needs. They are there to help YOU, so don’t hesitate to drop by.

The EWOs can be found in the Lady Symon Building in the Cloisters and are open Monday to Friday, 9am to 5pm. You can just drop in, or make an appointment by calling 8303 5430 or emailing studentcare@adelaide.edu.au *1. Not to be confused with the Ewoks, the annoying bear things from Star Wars.

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By Pranee & Hayden

Employment Advice Working for the man

Are you down to your last pack of instant noodles? Is your landlord asking you for something called ‘rent’? Or perhaps you’ve just seen your textbook list? Sounds like you need a job - this is where someone gives you money, but expects you to show up somewhere regularly and do whatever they say. Weird…

Now that you’ve decided to bite the bullet and surrender yourself to the mercy of the capitalist machine, what next? A great place to start is the AUU Employment Service, located in the Lady Simon Building, which can be found in the Cloisters. The employment service can help you with everything you need to land you the casual or part time job of your dreams, including resumes, cover letters and interview preparation (note: job may not actually be that good, but the employment service certainly is!) To contact the employment service, call 8303 4406 or email auu.employment@adelaide.edu.au.

Once you’ve been moulded into a model job seeker, it’s time to start looking. Here are our top five websites for finding casual or part time work: www.auu.org.au

The AUU website has a list of part time and casual positions specifically for uni students and is a great place to start looking. Everything on the website is vetted by lovely AUU staff to ensure the job is with a reputable employer and suitable for uni students, so some of the hard work is already done! adelaide.careerhub.com.au The University Career Service maintains a jobs listing through the CareerHub website - you will need to login using your usual student number and university password to access it. Whilst there are causal and part time jobs advertised here, the site is more focused on graduate positions. The Careers Service homepage also has some helpful hints for resumes and job seeking.

You can also register for the Resume Club, which meets every Friday from 2:30pm4pm and is free to attend. For more info, call 8303 5123.

Also worth a look are: www.seek.com.au www.mycareer.com.au www.careerone.com.au Trial Shifts Some employers will ask you do a trial shift that is commonly unpaid. Technically

they should pay you, but this is a grey area in the law. If you do wish to do a trial, it is advisable to limit it to one shift. Any more than that is exploitive – an employer should have a reasonable assessment of your aptitude for the job after a few hours work. Before doing a trial, communicate with your potential employer. Find out what is expected of you throughout the shift, find out if it is paid and set a limit as to what you are prepared to do.

Employment Advice Am I being paid correctly? What is a tax return? Are my employment conditions legal? These are all questions we hear constantly. Feel free to discuss any employment related question with the Adelaide University Union Employment Service - pop in, or make an appointment to guarantee a time.

All discussions are confidential.

The Employment Service is located in the Lady Symon Building.

Phone: 8303 4406 Email: auu.employment@adelaide. edu.au

Employment Glossary Australian Tax Office (ATO) For advice on tax rates and completing tax returns, go to www. ato.gov.au Award Rates Industrial Awards are a minimum set of conditions pertaining to pay, annual leave, carer’s leave, hours of work, rules on roster changes etc. These awards will be different depending on the industry you work in.

Casual Employee/Employment A casual employee is paid at a 20%+ premium above permanent employee hourly rates, but does not receive annual leave or sick leave entitlements. Casual employees are not guaranteed set hours. The majority of student employment is on a casual basis.

Part Time Employee/Employment A part time employee is permanently engaged by an employer and works between a minimum and maximum number of hours weekly (usually between 12-35hrs per week). These employees get sick leave, annual leave and the same provisions accorded to full time employees under the relevant industrial award.

Superannuation This is essentially a retirement fund.

Employers are required to contribute a minimum 9% payment based on your gross. Casual staff earning more than $450 a month are entitled to superannuation payments.

Tax File Number (TFN) This is unique number assigned to you by the Australian Tax Office for your lifetime.

This is transferable and can be used when you change jobs. A TFN can be applied for online via www.ato.gov.au Tax File Number Declaration Form This form enables your employer to work out how much tax needs to withheld and paid to the federal government. Legitimate employers will give you this prior or upon commencement of employment.

will give a gross wage of $257.40 Wages (Net) This is your gross wage minus tax. $257.40 – 17% = $213.31. Note that tax is calculated per pay period.

Should you do extra hours one week and earn $429.00, your tax rate will increase above 20%. Your net wage is what you physically receive.

WorkCover All legitimate employers pay WorkCover premiums. Workcover is a state government run insurer for workplace injuries. Should you be injured on the job, you will be covered for any medical costs, loss of wages if unable to work etc.

Tax Free Threshold On a Tax File Number Declaration form, Question 9 reads Do you want to claim the tax-free threshold from this payer?

Cross ‘Yes’ if this is your only employer.

The first $6000 you earn in a financial year is not subject to tax when you complete an annual tax return. You can only request the tax-free threshold on one job.

Wages (Gross) This is what you earn before tax. For example, 15hrs Retail work @ $17.16p/hr

Employment Advice Working for the man

CENTRELINK - another planet?

If you are ON Youth Allowance, AUSTUDY, ABSTUDY or any of the other benefits available to students, or if you want to APPLY for an allowance from one of those schemes, then the people you get to deal with are the boys and girls at Centrelink.

So welcome to bureaucracy.

Welcome to application forms that need astro-navigational aids.

Welcome to customer service that varies from friendly and efficient to aggro and obtuse. Welcome to rules that, even if the Centrelink staff seem to understand them and can explain them, still don’t make any particular sense. Welcome to call-centres in Queensland or Tassie and letters written in Perth for problems here in Adelaide.

Scary, huh? The truth is that most students, once their initial application is cleared, don’t notice Centrelink except for occasional reminder letters and the fortnightly injection into the bank account.

But for those who do run into problems, the experience can be frustrating, expensive and occasionally gob-smackingly Kafka-esque.

With the best will in the world, Centrelink is an unwieldy and complex combination of disparate applicant needs, staff abilities and maze-like legislation. The rules as

they affect students are a hotch-potch of often archaic carry-overs from the old Student Assistance Act merged with attempts at generic treatment of jobseekers and students under the Social Security Act. They are often open to different interpretations.

The evidence is that the staff in Centrelink is often just as confused by the mixture of procedures and the complexity of the rules as are you, their “clients” (or is it “customers?” “Young person” is a term used, too: isn’t that cute! It’s “Youth Allowance” : why not use “youth”?)

So here are some handy tips in dealing with Centrelin: REMEMBER YOU MUST TELL CENTRELINK OF ANY CHANGES THAT HAPPEN ASAP - to your enrolment, your income, your parents’ income, or your marital status etc: anything that might affect your Youth Allowance or AUSTUDY or ABSTUDY. You’re responsible for this under the law of the Social Security Act. Anyway, it’s better to get any bad news straight away when you can do something about it, rather than be “found out” months down the track and have an $8,000 overpayment to deal with (no joking, it DOES happen.)

PUT IT IN WRITING. This means any information or any question, especially in relation to a current application. If it’s not in writing, it’s harder (impossible?) to prove later, and you will need evidence when it comes to arguing over what or

who caused an overpayment. And if you have a conversation over the phone with Centrelink, try and get some record of it happening (a call number or operator identity.)

GET A SECOND OPINION. If you receive information or a decision that you don’t understand or which is adverse, it’s worth checking out: it may be right, but there have been dozens of mistakes made by Centrelink staff over the years. It’s inevitable.

CAN I GET YOUTH ALLOWANCE/ AUSTUDY/ABSTUDY? At the time of writing this survival magazine Youth Allowance changes are again being debated in the senate (read: the government again is trying to screw students over). So the best way to see if you meet the absurd requirements for centrelink help jump on their website www.centrelink.gov.au or contact the friendly EWO’s.

If you value your sanity, avoid Centrelink offices at all costs (note: this isn’t really good advice, but it’s nice if you can).

WHO DO YOU TURN TO FOR HELP? The Education and Welfare Officers in the Lady Symon Building have many years of experience dealing with student support issues and Government departments.

By EWO Chris Gent

Milk Crates

A toastie machine

Milk crates are not a pov alternative but a useful art form we’ll worship for its helpfulness. Need a stool?

Perhaps a wardrobe? A washing basket? A last night empty bottles holder till bottling day? A veggie basket? A TV cabinet? See milk crates are fantastic and what’s better, they come in a range of interesting colours, like Farmers Ice Coffee brown or Safety shirt colour Orange or if you’re lucky old school Schweppes yellow!

Do not let yourself be restrained by its title, as cooking possibilities with this glorious beast are never ending. Think of it as a 2-sided frying pan, no more flipping veggies, meat, pancakes, the list is endless. You just shut the lid and voila it cooks for you! I recommend the George Foreman Lean mean fat reducing grilling machine, just cos they seem to be on sale at Target a lot and they make a mean melted cheese and butter toastie postdrinking mornings…yum

Duct Tape The genius of duct tape need not be explained

A sharpie It really depends on your share house mates but, a Sharpie can be handy to mark things sacred to you, including marking your name on your food. It may not stop people from stealing it but at least you can write threatening notes on your bread like “Warning: I lick my food.”

Secret paper

stash

of

toilet

No one will ever admit to using the last of it and no one will ever want to fork out the money to buy more.

The Bucket The bucket can truly become your best friend, past the 4am saviour, the wonders of the bucket never cease! Some speculate the bucket is the most useful object a student can own. Here are just are few of the many ways that buckets can be used: - to wash or soak clothing - to transport goods - to save your carpet from drunken friends - to provide sun protection - a foot rest - a punch bowl - wine cooler (ice needed) - drip collecting - emergency rubbish or recycle bin - cereal bowl

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Student Accommodation and all that entails…

Need to move out? Want to leave the nest? Coming from the country? There’s some stuff you need to know.

Firstly, there is some info on the uni’s accommodation services here: http:// www.auu.org.au/site/page.cfm?u=71 and http://www.adelaide.edu.au/ accommodation/ If it’s a welfare issue, you really should go see the friendly Education and Welfare Officers (EWOs).

But there are a few types of accommodation for your choosing when leaving the coop: Colleges Stepping through the gates of one of Adelaide’s University Colleges (St Mark’s, St Ann’s etc) is like walking into a bizarre not-quite-parallel universe.

Colleges seem to have their own rules, where the normal rules of society don’t seem to apply. Think Lord of the Flies with alcohol and 18+ year olds of both sexes. It isn’t all crazy animal house antics, as living in a college you do get looked after. You have a room, furniture, a constant supply of food, and an address within walking distance of uni. You also have dozens of potential friends living all around you, which can be good or bad depending on your ability to balance study with extracurricular activities.

College living is expensive unless you have a scholarship.

Uni Housing Other uni housing, apart from the colleges like The Village and Mattanya, aren’t wholesomely recommended by all students. The Village predominantly housing international students is a complete rort in costs from the

accommodation itself, to the cost of the internet and the number of other students you share amenities with. A lot of international students and domestic students say not to bother with the uni housing; private share housing is a lot easier and usually cheaper.

Share house living If you are moving into an already shared house… it tends to be a lot easier than establishing your own share house. Check out the notice boards around uni, websites like www.gumtree.com. au and www.find-housemates.com are great places to look, too. There is, of course, the freak out times that you’re moving in with strangers that could turn out to be freaky deaky with weird habits but sometimes they become your closest friends. It’s a gamble but it’s worth it... Usually moving into an already established place is that they will usually have most utilities or furnishings; sometimes your room is partially or fully furnished, cutting down your living expenses extensively. If you do decide this option is for you, there are a couple things you should check first. Check the CONDITIONS of your rent. Does it include bills? Which ones?

Are there things your housemate would prefer you didn’t use i.e. their coffee machine? Try and eliminate potential feuds. Also, you might want to raise questions about house sentiments towards things, like vegetarianism or smoking/ drug use, before they become a problem. Do you share the shopping? If so, what?

Establishing your own share house Applying for a property: Today it can be fairly competitive trying to get a place within the Adelaide CBD and surrounding districts. It can also be excruciating and painful, so be prepared and you’ll find it much much easier!

Finding a place: Don’t listen to dated advice, as newspaper advertising is a thing of the past – sitting around

the breakfast table circling through the classifieds over Fruity Bix just doesn’t work anymore. Nowadays the Internet is the first point of call. So just the uni notice boards, www.realestate.com.au, www.gumtree.com.au, www. flatmatefinders.com.au, www. domain.com.au Get prepared: Before an opening inspection….

Even if there is a scheduled open day, give the real estate agent a call, it may be possible to schedule a preview viewing and sometimes places disappear off the market before their registered opening day.

Turning up empty handed can be a waste of time, so there are a few things you should definitely bring along: 1. Letter of Guarantee If you can, find someone such as a parent or guardian who will be willing to become your guarantor. A guarantor is a person who accepts legal responsibility to pay your rent in circumstances when you’re unable to.

Example letter: To whom it may concern, I (insert gurantor’s full name here) am willing to be the legal guarantor of my (son/daughter/granddaughter/ etc) (insert your name here) in any circumstance where she/he is unable to pay her/his rent.

Yours Sincerely, (Guarantor’s Signature) Guarator’s full name Gurantor’s contact details (address, phone)

2. Character Reference It is also handy to take along at least one character reference that vouches for you as a responsible tenant. If you’ve rented before, ask for one from your previous landlord, otherwise ask a current or previous employer.

3. At the open day: what to do If you don’t cringe the moment you enter, walk straight up to the real estate agent and inform her/him that you are interested in the lease.

Show your letter of guarantee and your character references Offer to make a deposit or reservation fee if possible Remember you can change your mind and withdraw your interest at this stage 4. What is a reservation fee?

The reservation fee will usually be one week rent and it reserves the place you’re thinking of renting while your application is being processed. It won’t guarantee that your application will be successful but it does secure that the agent won’t take any other reservation fees from anyone else until your application is processed. Take note that if you do decide not to take the place the agent can keep the reservation fee to cover what rent they did miss out on. But on the upside, if they accept you and you accept the place, the reservation fee becomes your first week rent, score!

5. That funny thing called a Lease.

The lease is the all important document that is signed between you, the tenant, and the landlord. It is usually made up of 2 parts: the rights and responsibilities both you and the landlord are agreeing to abide by and the condition report.

6. The condition report Mentioned as a part of the lease you’ll need to sign, it is something you’ll need to fill in at the start of your tenancy. It describes the condition of the place you’re renting. Initially, it is done by the landlord and you have to notify on the report whether you agree or disagree with their description of the house and its contents.

Make sure you get a copy of the report and make sure you KEEP it until the end of your tenancy, so you have a chance of keeping all your bond money!

Make sure the condition report includes: Any promises that the landlord makes about repairs or painting the place etc. The water meter reading, especially if you’re expected to pay for water usage 7. The Bond The last time you probably heard the word ‘bond’ was during your fateful Schoolies weekend, where the caravan park charged an exorbitant amount to make sure you kept that patch of grass nice and alcohol-free...ha.

This time around, the bond will be written in the lease and the price will depend on the place you are renting, though it should be something like this - 4 weeks rent for an unfurnished place - 6 weeks rent for a fully furnished place that has a rent of $250 or less a week - Unlimited bond if the place is fully furnished and the rent is more than $250 a week - The real estate agent must lodge the bond with the Department of Fair Trading Renting Services within 7 days of you giving it to them and then you’ll receive a lodgement slip and rental bond number in the mail. You get your bond back (fingers crossed) at the end of your tenancy, but if there are any problems get in touch with: •

Remember it is a legal document, but don’t be scared just make sure before you sign… you must be given a copy of the lease and a list of costs you will need to pay when you sign the lease. a. You must also ensure these items are on the list The amount of rent that is payable b. The amount of bond money required c. The term of lease d. If any specific tradespeople are nominated on the lease to call in case of an urgent emergency e. Any additional terms

•

The Office of Consumer and Business Affairs Residential Tribunals - 8204 9544 (advice) Residential Tenancies Tribunal 8226 8989

If things are getting bad in your share house and you need to vent or maybe you just need a good laugh, check out www. passiveaggressivenotes.com, laughter and sighs of relief ensured!

Emergency Housing The union does provide some temporary emergency housing. There are conditions to these places and are for emergencies. The best thing to do is to contact the EWOs to find out if you can apply.

Student Loans If you’re a bit short of cash or in a bit of a pinch, you can get help from the Education and Welfare Officers.

There are two kinds of loans offered, depending on your needs.

Emergency Loans Emergency loans are unsecured loans of up to $100 which can be accessed immediately. No interest is charged on these loans.

Emergency loans are designed to cover items such as food, transportation, medication and other (relatively) small amounts. To receive an emergency loan, you will need to fill out an application form and arrange an interview with one of the EWOs. Student/University Loans Student loans are loans of up to $2000 and are also interest free.

They are designed to cover items such as text books, equipment and accommodation set up. However, they can’t be used to pay HECSHELP debts or tuition fees. To receive a student loan, you will need to have an interview with an EWO and may be required to provide supporting documents.

Loans over $500 require a guarantor, which is someone who can pay out the loan if you are unable to meet the payment requirements. You will be unable to graduate if you still owe money on a Student Loan.

Grants and Scholarships: Loans aren’t the answer for everyone . If a loan really isn’t going to work for you or if you have a particular expense you need help with a grant or scholarship could be ideal. The University have a range of small grants and larger scholarship in specific areas. You should check the undergraduate scholarships website regularly for updates.

If you have any questions, please don’t hesitate to contact the EWOs on 8303 5430 or studentcare@ adelaide.edu.au

The EWO Survival Tips Don’t be afraid to ask questions or seek help – everyone needs to at some stage and there are people employed by the University and the Student union just to help you!

If a person asks to see your essay – DON’T let them. Let’s clarify this a little ; - If you are working on a joint assignment this is the only time you may discuss work in detail– you should still be sure you understand what is expected of you specifically though. The work you present MUST generally always be your own and referenced correctly.

Apply for Centrelink if you think you’re eligible and then be clear on what you are obligated to do in order to keep receiving that payment.

Write the due dates for all assignment and exam dates on a calendar somewhere that you have to look at it every day - a diary you carry, a wall calendar – maybe both!

Read and understand the rules pertinent to your School or Faculties exams and obey them!

Never take anything into an exam except what is specified as being allowed Don’t rush out and buy all the books on your list – find out what you really need and see if you can get them second hand Get a student bank account with zero fees.

Don’t get a credit card – unless you are certain you can afford it

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Emergency Money - Keep some money aside for emergencies - say $500 to $1,000.

Join the student union to get discounts, free newspaper etc. For $25 it’s a bargain. The Union will also give you a free diary!

Never pay full price – Use your student card- ask everywhere you go if there is a student discount.

Also use websites like www.ozbargain.com.au to find out about special offers/coupons.

Never pay for DVD rental - Borrow DVD’s from the council libraries or state library for free and you can borrow for 2 weeks.

Healthcare - Use University Health CentreParklands - for bulk billing medical services.

Ambulance Cover - Check that you have some form of ambulance cover via health insurance or parents health insurance. ( the University will ensure you to some extent while you are enrolled…but check ) Grooming - Get your haircut at the training school for only $8 or sometimes free!

The University have a list of Critical dates download these from the website – make sure they’re in your diary.

Always buy public transport multi-trip tickets.

Software - Find free software products like Open Office. www.openoffice.org

Academic Survival You can’t repel bureaucracy of this magnitude

Grades Thought your exam was difficult to understand? That’s nothing compared to understanding your grades. Long gone are the days of alphabetical simplicity.

There are actually nine different grading systems in place around the university, depending on which school teaches the course you are taking. If you are unsure about which system will be used, it is best to contact the relevant Head of School and ask.

to commemorate the creation of conceded pass. Not a fail, but not quite a pass, you can usually get away with a few of these. However, some subjects require Ps for prerequisites, so it’s best to check what you’ll need. Also, CPs are not awarded in all courses, so it’s best not to rely on them.

Despite the university’s apparent desire to make getting your results like deciphering Ancient Greek Scrolls, there are a few common grades you are likely to encounter at some stage and are useful to know.

No surprises here. All that usually follows an F is “UCK” and the prospect of spending summer watching everyone else have fun out the windows while you discover that the teaching staff remain surprisingly active during the holidays. To be avoided at all costs (unless you need to send a message to the lecturer about just how left/right/feminist/ antifeminist their course was, or your moral compass point everyway except towards conforming to the unrealistic expectation of actually sitting an exam!)

HD: High distinction (85-100) You know the student who always sits in the front row? The one who is asking questions all the time? Or who visits the lecturer after hours for a bit of fun extension work? They probably got a HD, the bastards.

D: Distinction (75-84) These are the ripped designer jeans of the grades world. It shows you care, but not too much. Lord Ds over your friends – they’ll secretly envy you!

C: Credit (65-74) The peoples grade. You still have a nice buffer between you and failing, but aren’t spending your life in the BSL. This is a sunny day on the Barr Smith Lawns, with perhaps a few books scattered around you, before you fell asleep.

P: Pass (50-64) P equals degree, and don’t you forget it! In days gone by a P or its high school equivalent may have earned you a meeting with an uncaring teacher with little understanding or patience for your lifestyle. At university, it is justification you spent just enough time at the bar CP: Conceded Pass (45-49) The true meaning of compassion. Future generations will hold a public holiday

F: Fail (0-44)

On top of these, there are the following: WNF: Withdraw No Fail This is awarded when you drop a subject after the WNF date, but before the census date. While you will still have to pay for the course as if you completed it, your academic record (ie, GPA) will not be affected.

WF: Withdraw Fail This occurs when you withdraw from a course after the census date. You will still have to pay for the course and your academic record will record a zero for the subject. This is something you do not want to do unless you have no other choice. It is best to contact an EWO or counsellor before withdrawing.

IF: Incomplete Fail Awarded when you don’t complete a compulsory assessment piece.

Contesting marks/appeals If you have a problem with an assessment, seek feedback from the person who has marked the work. They should be able to justify their assessment to you. You can contact the Education and Welfare Officers for further advice on this.

There is a set process for student complaints and subsequent appeals which can be found here:

www.adelaide.edu.au/student/greviance/ Students are encouraged to first try to seek resolution from the course coordinator or person causing the issue if at all possible.

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How To Procrastinate in Style

Sometimes thinking is just too difficult, let alone researching your latest assignment or starting those tute readings. So instead of wasting your time staring at your textbook or blank computer screen, procrastinate in style! After all, time you enjoyed wasting is not wasted time…

Cleaning: Another practical procrastination technique! Rather than living in filth, clean, vacuum, dust, wipe, scrub, wash, mop, polish, sanitize, tidy, spray, or squeegee any surface in need of cleaning.

Facebook: The all encompassing source of procrastination! Fine for during semester but do not log on during SWOT week or exam times. You will realise later how much of a mistake this is (i.e. when you’re freaking out in an exam or pulling an all nighter on your major essay – see “How To... Pull an All Nighter”).

Wikipedia: Wikipedia is an entertaining time-waster to learn about all those things you were always interested in but never had the time to know about. However, there are no guarantees regarding how truthful the content is.

YouTube: The place to be kept amused! Any video, any music clip, any film, any anything! iTunes: You can either make sure you have the complete back catalogue of [insert your fave band/singer here] or else you can edit your whole music list, complete with track images and song ratings.

Fitness: As opposed to sitting at a computer, the fitness procrastination method is the most beneficial for your body and peace of mind. Take your dog for a walk, catch up with some friends for a social game of netball/b-ball, or at least get on the Wii Fit. It will clear your head and dissolve the guilty feeling of not exercising.

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eBay: Spend time searching for that vintage leather jacket or a cheap designer knock-off through the squillions of items for sale. However, this option involves spending money so, unfortunately, it is the most expensive procrastination approach on this list.

Random Websites: There are some pretty hilarious websites out there which can provide suitable entertainment for any uni student.

Peruse the following for some laughs, gross-outs and eyeopening reading of what the world is like!

textsfromlastnight.com passiveaggressivenotes.com interestingfacts.org overheardinnewyork.com animalswithlightsabers.com fmylife.com lamebook.com

Thanks to UTS and Jess!

It’s easier to turn up to lectures and realise that it was a waste of time going, than to skip and wonder what you had missed. It plays on your mind later!

It may seem like a good idea to go to the uni bar/lawns instead of all your lectures and tuts.. but get to week 8 or 9.. and you suddenly will slam down your beer and say fuck.

Uni Bar 101 is an essential course.. but amazingly.. you can spread it out over 3/4/5 years.

Study consistently throughout the semester, do not leave everything to the last minute as there is a lot to learn! Uni is not like school, you can’t achieve HDs through last minute cramming!

Don’t leave assignments to the last minute and spend extra time trying to master skills such as hand drawing and the relevant computer programs. Also get involved with the extra-curricular stuff that goes on.

Keep up with the workload! Try to attend all lectures, even the ones that are recorded, because even

if you have the best intentions you will probably not listen to them!

MATHS HELP CENTRE! Maybe not for the 1st assignment, but for all the ones after that! Even just getting them to check your answers aren’t totally retarded!

Actually try. It’s much better to get good grades you studied for than bad grades with the excuse that “I wasn’t really trying”.

Talk to your lecturers if you need help (or email them) because they are always willing to give it. They will remember you as someone who is persistent and perseveres in their learning.

If you’re unhappy with a mark, talk to the lecturer/tutor. Don’t be afraid to ask for advice on constructing/researching/ writing essays - most lecturers are happy to give it.

Do not be afraid of older students - get involved in campus culture, whether it’s AUU events, or just hanging out in the UniBar with a beer and shooting some pool. My biggest regret in first year was studying, but not being a student.

Sometimes you will learn more at the UniBar than you will in a lecture.

Studying isn’t everything. Make the most of your time in uni.

Yeah, go for extensions, most time you can get them.

Start your tute presentation before the night before you have to do it. Also, if there are other people presenting on the same week, make sure you get in touch with them beforehand and split up the topic.

Go to all lectures, do assignments early and never go to uni bar instead of class.

Delete facebook. It’s not funny when you actually fail and everybody else manages to pass.

Don’t stress- first year is the hardest.

It’s a big adjustment and everyone else is freaking out too! Do as many readings as possible, but prioritise maybe one for each subject so you have at least some idea of what’s going on in each tute.

Your tutors know when you’re lying for extensions. So don’t screw them around, they’ll get tired of you and so will all the students you work with.

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You are responsible for enrolling in your classes, which is done online via a website called ‘Access Adelaide.’

To start, you will need to know what courses you need to take.

The rules for each degree are available online, or you can attend one of the enrolment information sessions run by each faculty (http://www.adelaide.edu.au/ enrol/docs/Enrolment_Advice_ Session_2010_FINAL.pdf). If you are really unsure of how it all works, it is best to make an appointment to see someone from you school such as the Head of School or your program co-ordinator - to find out the necessary details.

Usually you will have certain courses you must take in order to qualify for your degree, commonly known as compulsory subjects. If you forget to take a compulsory course, it is not a huge problem, but you will need to complete it at some point in the future to graduate. The other type of course – electives – are designed to give the student a certain amount of freedom in choosing what they study within their degree. The amount of electives allowed within

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a degree varies from program to program.

Once you know what courses you need to take, log on to the course planner at (http://access.adelaide.edu.au/ courses/search.asp). Here you can search for courses by title, subject area, campus or semester. When you find the course you are looking for, click on its title to bring up the details you will need to enrol in it, plus other relevant information.

Towards the bottom of this page is a list of the different classes the subject has (lectures, tutorials, etc). The first one listed is the enrolment class. This can be a lecture, tutorial, practical or any other class. Each subject has one type of enrolment class. To enrol in the subject, you enrol in the enrolment class (is anyone else tired of the word “enrol” already?).

Below that, there may also be related classes. You will need to choose one of each type of related class (for example, you might have a tutorial, or both a tutorial and a practical).

Now here comes the tricky bit: planning your timetable. This involves not only picking subjects that fit together, but also picking all the related classes too. Working out your timetable is like playing Tetris.

Sometimes you get all the bits you need

and everything fits together really well. Other times, you get seven right angles in a row and throw the controller across the room. The best thing you can to is prepare ahead of time and make sure there is nothing you can throw within arm’s reach.

Print out a class planner and fill in the details on there in pencil. Start with you compulsory courses first, and fill in all necessary classes at your preferred times. If something is only offered at a particular time, mark this in first and build your timetable around it. Secondly, fill in your elective courses and all relevant classes, working them around what is already locked into your timetable. Note down the relative class numbers – this will come in handy later.

Enrolments for each degree open progressively from January 6th.

To find out when you can start enrolling in your subjects, check out the University’s enrolment website.

Basic Enrolment Help Once your enrolments are open, you’ll need to login to Access Adelaide and follow the steps in the enrolment section.

The basic steps are:

1. Complete your enrolment checklist Before you begin enrolling in classes, Access Adelaide will ask you to fill out a bunch of administration details – contact phone numbers, addresses, next of kin, expected graduation date etc. You cannot enrol until you have completed this checklist, but you can do the checklist a few days in advance of enrolment opening.

2. Enter the enrolment class number Remember earlier how we told you to write them down? This is why! Enrolling becomes a whole lot easier and quicker if you have this information to hand. But if you have forgotten any class numbers, you can always search for the course again by name or department. Click on the relevant semester, and enter the class number you wish to enrol in.

3. Select any related classes you need to take This will appear below once you have selected the enrolment class. If there is only one option, you will be automatically enrolled in this. The good tutorials always fill up first, so unless you want the 6pm Friday timeslot, it’s best to complete your enrolment as soon as possible. It’s not uncommon for a tutorial to fill up, so keep your class plan close by in case you need to make any changes. Golden rule: the earlier you enrol, the more likely it is that you will get your desired timetable!

4. Click save Once and only once, as the University stresses.

Then, just repeat this for each subject your wish to enrol in. Don’t forget to enrol in subjects for both semesters.

Once you’re finished, print your timetable, stand back and admire it for the elaborate work of art it is. Then stuff it in the bottom of your bag and head to the Barr Smith Lawns. Those classes can wait.

If your brain goes into meltdown during this process, contact the Enrolment Hotline on 8303 3833 for help.

Legendary Dan Navarro Only because he puts joke answers in the exams, just when you need a laugh.

Deborah Turnbull Deborah Turnbull (who teaches health psychology) is a star, purely due to her analogies involving her own personal dramas.

Susan Middleton Susan always managed to finish her lectures ~10-15mins early somehow, even after legend-arily presenting a stats rap YouTube video or a stats joke at the start of EACH lecture. lol.

Some of these were good enough to post on facebook! :0 Jono Tuke (lecturer) Despite his willingness to get sidetracked during lectures with stories about his veterinarian past (never dull stories mind you), Jono shows that a) he knows damn well what he’s talking about and b) he cares about his students. He was always clear with his explanations, and no one felt like an idiot asking a question, or for clarification. He was also always willing to answer questions outside of class time, and you also always felt like you could share a joke with him. Plus, on special occasions (such as last day before mid-semester break, his own birthday, or the event that he got hungry on the way to the lecture) he’d bring along snacks for the class, usually in the form of fun sized chocolates. And if you visited him in his office, you’d most likely get yourself a lollipop for your trouble (after he told you that he didn’t think students were getting enough sugar these days).

Charles Pearce Charles Pearce for the fact that you have to pay attention in his classes or you might miss the interesting things he has to say or stories he has to tell. Like about how when he was on a tiny island he managed to pick up the language because it was similar to Tahitian (who on earth speaks Tahitian?!).

Or about how, mathematically, you can trace the genetics of all the leopards in the world back to one solitary, pregnant female leopard.

Nick Buchdahl He has never ending enthusiasm for everything he teaches. At the same time, he has an amazingly strong knowledge of what he teaches, and can usually lecture without notes. Any class he teaches is highly recommended.

Benito Cao From his evil laugh and dry cynical humour to the hours and hours Benito puts into creating interesting and entertaining lectures, Benito is awesome.

Paul McCann He manages to explain what are often extremely complex ideas in language simple enough for everyone to understand.

He is a very engaging lecturer and is always willing to help you outside of class with any questions you have.

Rob Reid Not only for his great knowledge of plants and their dealing with environmental stress, and keeping us interested in class, but also his impressive culinary skills on the camp made the whole camp (if not the course) more worthwhile!

Derek B. Leinweber He can take any subject (like this one of second year’s CFMM) and make it mildly interesting. One of the few physics lecturers

who cares about the learning of every single student.

Jorge Paredes (Spanish 1A/1B) He gives very clear explanation of grammar points, distinguishing between English and Spanish, providing clips for listening.

Jose Zelaya (Spanish 1A/1B tutor) He shows concern for students, clarifying unclear points and has very clear pronunciation and speaks slowly so we can easily catch up.

Tom Buchanan.

He’s not the world’s best lecturer (and knows it) but he’s one of the most passionate lecturers I’ve had in terms of his area of interest. He will also go far further than most lecturers in talking individually to students about their essays, marking drafts, suggesting and lending copies of his own books etc.

He’s a student-centred academic, which is refreshing in an environment where most academics tend to be predominantly concerned with their own research.

Lisa Hill For not insulting our intelligence, for engaging with the lecture, and for being open to being proved wrong.

A true academic, who may wear her biases on her sleeve, but who doesn’t expect you to share them.

Kayoko Enomoto.

I always thought learning a language would be dry and boring.

I was proven wrong. She is the only lecturer I have met in my 2 yrs of uni that actually cares for her students, triggers my interest and keeps it.

Lecturers Amanda Phillis Not a teacher, but she pretty much seemed to organise everyone’s internship and gave a huge amount of support.

Rob Cover Absolutely brilliant. Funny and very knowledgeable, always willing to help no matter what.

Silke Sitzler For telling us that if we couldn’t do all the readings, just read the primary sources. They are always so much shorter.

Frank McGregor Not to everyone’s taste, but he gave me a HD for my major, so I can’t complain.

Vesna Drapac Vesna is GREAT! She is always willing to help and will always help anyone who needs it. She explains everything very clearly. One of the best lecturer/tutors I have ever had at uni.

Vesna Drapac was the lecturer in this course she was AMAZING!!! Vesna shows great passion for everything she teaches and encourages student learning, she listens to the opinions of students and takes them into account when developing her own ideas. Vesna has created a wonderful course that takes National Socialism and Fascism studies to a new level allowing all those studying this course to appreciate their history.

David Mosler David Mosler (husband of tutor for food and drink, ironically) who

I had for winter school. Great lectures, no powerpoints, antagonistic, funny, and always interesting. A+++ Andre Lambelet Possibly has the best name at Adelaide University.

Cathy Speck Cathy Speck has such great enthusiasm and depth of knowledge for the courses she teaches.

Dr Margaret O’Hea (lecturer and tutor) With her knowledge of EVERYTHING IN THE WORLD EVER, together with a dash of good old fashioned terror, she has succeeded in making me so interested in her classes/afraid of her that I’m too scared to actually skip any lectures. And I really am convinced that she knows EVERYTHING...

Claire Walker and Carol Williams I found both teaching staff Claire Walker and Carol Williams to be very approachable and knowledgeable. In their hands the course was both very well organised and designed with all information easily accessible. This was both an enjoyable and informative class to take.

Amy Matthews My tutor, Amy Matthews, was an absolute legend. One of the friendliest women I’ve ever met, she encouraged a bunch of shy first years to share their ideas with a group of people they’d never met before in their lives. If I ever had an issue with the amount of work I had to get done, or just needed to make sure my arguments made sense, I knew I could count on Amy. Tom Burton Tom Burton runs the whole course and he is so enthusiastic about it! I would definitely recommend taking any of Tom’s courses, as he is so passionate and devoted to

the course. He also organizes and edits ‘Beyond Free’, a publication of students’ poetry. At the end of the course, students can submit any of their poems to be reviewed by an editorial committee (of volunteer students of the course) and published. Definitely do one (or more!) of Tom’s English courses while he’s still around!

Nathale Paterson Nathale Paterson is without doubt one of the best teachers I have had in my life, and many people agree with me on this. She is extremely friendly, approachable and of course knowledgeable. She is always willing to go out of her way to help an individual student, or group of students, and will often make herself available to students outside of her teaching hours to help. She is very thorough, and doesn’t mind answering those silly questions you were mulling over in your mind.

Olivier Ducros Olivier Ducros is a fantastic tutor.

He is vibrant, helpful and very approachable. He is very good at making students feel comfortable and at ease, and yet manages to teach very well - despite the hilarity that inevitably ensues in his tutorials.

Ben McCann Ben McCann is an excellent culture lecturer. He is extremely knowledgeable and his lectures are always thought provoking. His slides are also valuable.

Professor Mobo Gao He manages to make learning Chinese fun. He is able to clearly explain everything.

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EMCS

Health Sciences

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Humanities

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Professions

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Sciences

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EMCS section Time Series III

Logic and Computability

This course is an introduction to the analysis and modelling of time series data. The material is pretty independent of previous statistics courses, although some basic properties of random variables as in Probability and Statistics II are assumed knowledge.

Taught biannually, this course covers symbolic logic and inference, computability of algorithms (including Turing machines), time complexity of algorithms, and works its way up to the climax of the course, proving Godel's Incompleteness Theorem (loosely, that in every consistent system of arithmetic, there is a true statement that cannot be proven). This is not a difficult course, although some people did struggle. The trick with symbolic logic is, treat it like a game or puzzle, in which you are trying to show a result using only rules that you are given. Forget about the meanings of the symbols completely. All in all, a worthwhile course, I recommend it, if only for the fact that the material is cool.

It's not necessarily going to help you in the workplace.

Materials Lecture notes were put on MyUni, but the lecturer tended to ignore the notes and just write on the board, although he got better at referring to the notes toward the end of the course. There was no set textbook.

Statistical Modelling III

Assessment 80% exam, 20% for 3 assignments (presumably this will change if the max 70% rule goes ahead). For some reason this subject had only 3 assignments rather than the customary 5/6 for a maths subject, giving it a somewhat lighter workload. This subject is definitely easier than the semester 1 stats subjects. There are really only a few key concepts which arise over and over again in slightly different contexts.

When it comes time to study for the exam you realise there's not really that much to learn.

Materials The lecture notes for the whole semester were given out as a huge stapled chunk at the first lecture. (It's a good idea to bind them or they'll have fallen apart by the end of semester). You will need to annotate these notes with proofs given in lectures though. All the course material (assignments & solutions, tutes & solutions and computer pracs) was posted on MyUni as well as given out in lectures.

Lectures The lectures were pretty shit, partly because one was at 8am, mainly because the lecturer was new to the uni and didn't find his feet too well. He did noticeably improve over the semester though, so if he is teaching it again next year hopefully he will continue to improve. The main problems were that he skipped over some material in the notes with no explanation, and took a long time teaching the first part of the course and then rushed through the second part.

Tutorials Alternated between tutorial and computer practical. Tute questions were posted on MyUni sometimes only a day or two before the tute which didn't give much time to prepare. The lecturer presented the solutions to most of the questions on the board (inexplicably skipping some) though he inexplicably changed format for the last tute, getting students to work on the questions independently. Computer practicals were a farce for anyone who was unfamiliar with the statistical package R, as the practicals had hardly any instructions, making them challenging even for students who had used R in other courses. Luckily the tutor caught on to this quickly and would put extensive additional instructions on the whiteboard. The first practical had to be handed up as part of assignment one.

The last practical explained how to do a question in assignment 3, however it wasn't until after the assignment was due, making it essentially useless.

Satisfaction 5

This subject is a direct continuation of the modelling section of Statistical Modelling and Inference II. It has a significant practical component using the statistical package R.

Assessment 80% exam, 20% for 5 assignments. (Will have to change for 2010 if the max 70% rule goes ahead). The exam was 3 theory questions and 3 practical questions. If you understood the pracs and did the practical assignment questions that section of the exam was reasonably straightforward. It's the theory questions that mean the difference between just passing and passing well. The lecturer seemed to prefer to ask proofs from lectures rather than past assignment questions, so that's where to focus your revision for that section.

Lectures The lecturer basically talked to the lecture notes, although there were usually more details and proofs to take down. It was pretty easy to zone out in the lectures since you didn't have to take notes.

Tutorials Alternated between tutorial one week and computer practical the next. Tutorial questions were given in advance but the lecturer presented the answers at the board so you didn't have to prepare beforehand, though it's obviously better for your learning and all that shit if you do. Computer practicals were to learn how to use R to work with statistical models. Some assignment questions required the use of R as learned in the pracs. If you haven't used R before you'll be on a bit of a steep learning curve since the instructions given are a bit light on detail.

Materials Absolutely no materials were required.

The drawback was, if you ever missed a lecture, there was no way to catch up on the material, unless you copied the notes from a friend.

Assessment A 3 hour exam worth 80%, assignments worth 12% and tutorial participation (see below) worth 8%.

Lectures The course was taught by Dr David Parrott, and has been for some time.

Although my understanding (but don't quote me on it) is that he is retiring, so who knows who'll teach it 2011.

Tutorials Every student was placed by the lecturer into a group of approximately 5 students. The tutorials each consisted of a series of questions, for which one group was responsible for presenting the answer to each question during the tutorial (a different group for each question). The way this would generally work is: each group would appoint one person to present each fortnight.

They would then present the solution, and write up a formal solution for the lecturer. There were marks for both tutorial attendance, and for presenting.

Satisfaction 8

Satisfaction 8

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Multivariable & Complex Calculus For many people, the hardest of the Semester 1 courses, and indeed, the hardest course they had taken yet. It is not a walk in the park, and requires steady work and concentration throughout the semester. It introduces you (beyond the small amount introduced in Maths 1B) to multivariable calculus, as well as a short (3-4 weeks?) period of complex calculus.

A criticism that some students levelled at this course was that lectures were "too pure", in that much of the time was devoted to stating and proving results, rather than giving worked examples.

Materials No textbook was required for the course. The lecturer, Dr Matt Finn, would write the lecture notes on the board while explaining them during the lectures. If students did not want to copy the lecture notes from the board, sets of notes were also provided online.

Complete notes were available, as well as partial notes (without examples for the most part). There were arguments in favour of both ways of learning: using the complete notes meant that you could focus your attention on the vocalised explanations, but meant you could easily get bored and drift off.

Writing the notes, while sometimes difficult to keep up, meant that you remained focussed on the lectures.

Assessment I forget the exact weightings but fortnightly assignment (probably 15%) and a 3 hour exam worth the vast majority (say 85%) Tutorials Fortnightly tutorials, with questions distributed in advance. Each tutorial also started with a multiple choice quiz for 10 minutes. The tutor would then go through the solutions and students would self-mark. These were anonymous and did not form part of the assessment, but Matt did look at the quizzes and provide some statistics, as well as giving comments. The quiz also sometimes contained questions looking for feedback on the course.

These quizzes were incredibly useful, and allowed us to easily see where our understanding was lacking. For the remainder of the tutorial, we would work through the prepared questions Satisfaction 8

Integration And Analysis This course provides an introduction to Lebesgue Integration. The course begins with a study of the measure theory necessary for defining the Lebesgue integral, then works on developing a final definition. A comparison between Riemann and Lebesgue is given, along with an extension to higher dimensions.

The course concludes with the construction of and results relating to Lebesgue spaces. This is quite a difficult topic, and will require a fair bit of work to get through, but is still quite interesting.

It is a great course to take, but make sure you give it enough time so you can appreciate it.

Materials We were encouraged to find a text book that suited our own style, but it is not necessary to buy one, as all the material needed is given in classes.

Assessment 15% assignments (best four of five count), 10% project, 5% tutorial presentation and 70% exam. The project was on a topic of our choice relating to measure theory or Lebesgue integration. The project was a really good assessment piece and allowed you to research something you found interesting, but was difficult to complete on top of the regular assignments. Due to this, the project took up much of the mid semester break.

Lectures Lectures were very well presented, especially due to the difficult subject. Paul McCann is an excellent lecturer and provides very clear explanations. Lectures consist of spoken explanations and notes/proofs on the board.

Tutorials The class was divided into small groups of 3 or 4 people and each group was responsible for presenting a tutorial question each week. The remaining questions were done by the whole class or by Paul. It is a really good idea to do all the tutorial questions even if it is not your turn to present. Don't be tempted to let everyone else do the work as practising is the best way to learn the material.

Satisfaction 8

Statistical Practice I (Life Sciences) Materials Spiral bound lecture notes - $17 (A must-have; try not to scribble too much on them, and remember that if they get waterlogged, the dried crinkled pages are excruciating to try and write on!)

Text book - did not buy nor use... Online content - extra handouts are on MyUni. ***Look for 'calculators' on MyUni! It tells you how to use your calculator to do cool and essential stuff that's not covered in lectures! DO IT!!!*** Also: USE GOOGLE FOR DEFINITIONS! G00GLE SAVED MY LIFE! Assessment Absolutely beneficial to pester the guys in the Maths Help centre! If the free tea/ coffee bribe isn't enough, then the relief from desperation and flailing about at a keyboard in a mad panic on the day your assignments are due should bloody well be an upside!

Lectures Probability, variables, and... statistics.

Practicals: In a computer lab (which means you can have Facebook open in the background!). Learning how to use SPSS (renamed PASW or something in 2010). If you have a break before the prac, and if there are computers free in the lab, work on the prac early so you can start working on your assignment during the prac time. Recorded.

Tutorials Attendance not taken, but GO! Apparently good to go through, but the first one was painstakingly boring due to the over-explanation of basic vocabulary.

Satisfaction 5

Algebra II

Differential Equations II

Engineering Computing

One of the first Pure Mathematics courses you typically do in a mathematics degree, and the first course in the Algebra stream. If you want to do any Pure Maths at Level III, it's advisable to take this course.

The course itself is split loosely into two sections: Groups (4-5 weeks) and Linear Algebra (7-8 weeks).

Linear Algebra extends concepts from Maths 1A/1B (you'll find some parts of this section very familiar), while Groups is largely new material. Don't worry too much though, it's not too challenging. Algebra II then leads on to Level III courses such as Groups & Rings and Fields & Geometry. Often people struggle with courses like this, because of their abstract nature. But stay on track throughout the semester by attending lectures, and completing assignments and tutorials, and this course shouldn't be too difficult for you.

This course is critically important for anyone planning on getting an Applied Mathematics major, and takes students through methods of solving various Ordinary and (some) Partial Differential Equations. For many, this was a somewhat dry (read: boring) course, due in part to the at points tedious and repetitive material, and in part to the lecturer, Dr Ben Binder. Criticisms have been levelled at the course that it was taught like an "engineering course", rather than "maths course", in that descriptions of methods were taught, rather than the mathematics of methods. However, this is a very important course if you plan on doing any applied maths.

Learn how to write basic computer programs using C+.

Materials The lectures took the structure of note taking from the whiteboard. The lecture notes that were written on the board were also provided in full on MyUni for download. No other materials were required.

Tutorials Two hours of most weeks were given for working on the practical project, and there were 3 projects given in the semester.

Materials Various reference texts were mentioned at the start of the course, but these were not required, nor particularly recommended. Incomplete lecture notes were provided (usually a double sided sheet of paper every 2-3 lectures) which contained important definitions, theorems, and examples. The lecturer then referred to these notes, as well as making extra notes on the whiteboard.

These handouts are extremely useful, but don't rely entirely on them. I strongly encourage you make your own separate set of complete lecture notes, pulling together notes from both the handouts, and those that were written on the board. The handouts were also available on MyUni. Assessment Fortnightly assignments, worth 10%.

3 hour Examination, worth 85%.

Somewhat strangely, also tutorial attendance marks, worth 5%.

Lectures There were 3 lectures held each week, and they were critically important.

The course was taught in 2009 by Dr Alison Wolff. She did not teach Algebra in 2008, and I do not know who is taking it in 2010. Dr Wolff was a good lecturer, who payed good attention to her students, and was always available to answer questions.

Tutorials Fortnightly tutorials, a question sheet would be distributed about a week before each tutorial. You were kind of expected to attempt the questions before the tutorial.

Assessment The usual; fortnightly assignments worth 15%.

A 3 hour exam worth 85%.

Materials There was a textbook but it wasn't required. Lecture notes were available online.

Assessment Mainly composed of a few key practicals, particular programs that you have to write.

Lectures Lectures not recorded.

Satisfaction 7

Lectures There were 3 lectures each week.

Tutorials Fortnightly tutorials, questions provided in advance of the tutorial.

Satisfaction 6.5

Engineering Mechanics - Statics Learning all about forces, moments, pulls, pushes. Gravity. Normal forces. Friction.

Materials Course notes can be bought from the School of Civil and Environmental Engineering, $15, readily available, highly useful. Includes past exams and answers. Online content is dubious.

Assessment You only either get full marks or zero marks for questions. There are two assessments: midyear and final exam. Be absolutely methodical.

Satisfaction 8

Satisfaction 8

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Mathematical Statistics III

Differential Equations III

Applied Probability

The course is a continuation of the probability theory from probability and statistics II and of the statistical inference section of statistical modelling and inference II.

This course covers and expands on second year differential equations (previously DEFS, now Differential Equations). Topics include systems of ODE's, Sturm Liouville and two point boundary value problems, transform methods and solutions to PDE's.

In this course I learnt that Charles Pearce is a very intelligent man. Also that he can speak a lot of languages, has been around for a long time and tends to turn up to class late. In terms of course material we learnt how to work out the probability of winning a match of tennis. We learnt how likely it was that we would end up with no money based on certain gambling methods. We learnt how to spell Scheherazade. We learnt about Markov Chains, something called the Kolmogorov criterion and how to tell whether a system is reversible or not.

Materials Lectures were presented on the whiteboard. There were no supplementary notes and no set textbook, although the solutions to many of the assignment questions could be found in the two main references.

Assessment 20% for 5 assignments, 80% final exam. This is easily the hardest undergrad statistics subject. Some of the assignment questions were really tricky so it pays to start them early and ask for lots of help. The lecturer will help you if he can see you've given it a go, he might be less than happy otherwise.

It pays to learn how to reproduce the key proofs from lectures because they're likely to come up in the exam and you'll be pretty stuck if you can't remember the tricks.

Lectures Pretty standard chalk and talk maths lecture.

Materials Several textbooks were recommended, however the notes handed out were more than enough.

Assessment Usual maths weightings, something like 85% exam and 15% assignments. Assignments were given out every two weeks. Completing assignments and tutorials gives a good idea of what the exam will contain.

Lectures Detailed lecture notes were given out. The course was quite well lectured, especially considering the 8am lectures. Peter Gill did an excellent job.

Tutorials Tutorials weren't assessed and followed the usual maths format. There were no student presentations.

Satisfaction 9

Materials This course did not require any textbooks or materials beyond what we were given (oh, and a pad of paper and a pen). There was no online content at all in any way.

Assessment Set up like a normal maths course.

Fortnightly assignments worth little.

Fortnightly tutes worth nothing. 3 hour end of semester exam worth everything.

Lectures The lectures were old style chalk and talk. They were fun and you learnt interesting and often completely unrelated facts.

Tutorials Fortnightly tutorials. Unusually for a maths subject there were no tutorial questions, instead the tutorials were used to work on assignments - the lecturer would help everyone individually.

Tutorials Tutes are in the place of one of the six lectures per fortnight. They are not graded but it is expected that you have attempted and preferably finished the questions beforehand.

Satisfaction 8

Satisfaction 10

Computational Math

Probability & Statistics

Mathematics 1A

This course covered various numerical methods for solving both algebraic and differential equations, along with the computation of integrals. There is a large focus of numerical methods for PDE's. All course content was extremely relevant and useful.

The course starts with the basic theory of probability, incorporating combinatorics, odds, and interpretation of probability, but quickly moves into an examination of random variables, and continuous/discrete probability distributions, and the concept of moment generating functions. The student is also introduced to a number of common distributions. Having done this, we repeat the whole thing again, this time with bi- and multi-variate distributions. The course touches on fundamental theorems such as the Central Limit Theorem, and closes on a discussion of Markov Chains. The course is fairly straightforward, with relatively few challenging sections, and to this end, at times the course felt a little bit repetitive. All in all, this was a fairly enjoyable course. This course is mathematical in nature, much more so than Statistical Practice I (bear in mind that maths 1B is a prerequisite for the course). This course is very much about understanding why things are the way they are, and is a step away from the black box style of learning in Stat Prac 1. If you're not so great with integration coming into the course, practice it!

Maths 1A is all about building on the Year 12 maths courses and giving an introduction to some further techniques in many of the topics covered in year 12. It is a great introduction to uni maths and leads on to Maths 1B.

Materials Full lecture notes were distributed.

While there were books recommended, the notes were extremely detailed and more than enough (provided you added in the solutions to examples as they were done in class).

Assessment 80% exam, 10% assignments, 10% computing exercises. Assignments were given out every second week, and were due the next week.

Lectures The lectures were very well presented.

Detailed notes were provided and the lectures involved going over these with additional derivations and solutions to examples done on the board. If you can do all the examples done in class, you should easily pass the course.

Tutorials Standard maths tutorials. Students were not required to present to the class. As tutorials ran in alternate weeks to assignments, it is important to complete all tutorial questions so you have practice in all aspects of the course.

Satisfaction 9

Materials No textbook was required for the course in 2009. The overhead slides were provided as handouts in the lectures (and downloadable from MyUni), and it was expected that students would annotate these (they were not complete notes, e.g. they lacked solutions to virtually all examples).

Assessment The usual assessment format: 5 assignments, due fortnightly, and a 3 hour exam making up the bulk of the assessment. (I forget the exact weighting, but the exam would have been in the range 80-90%, as per usual). The assignments, while not worth much (in the order of 2-4% each), are pretty important, because they reinforce everything learnt in lectures.

Lectures The course was lectured in 2009 by Jono Tuke (also lectured the equivalent course in 08). He made the lectures an enjoyable experience, what with his stories, It is important, as with all mathematics courses, to be attending lectures and taking notes; the notes provided, while substantial, are not complete enough to get you a fantastic mark in the exam.

Tutorials Fortnightly tutorials (held in the weeks that assignments were not due) were optional, and students felt no compulsion to attend. Tutes were helpful though.

Satisfaction 8

Materials As the course is taught in 2 parts Algebra and Calculus - there are 2 separate recommended textbooks but they are not at all necessary. The majority of the course is well taught, there are tutorials every week, and the maths help centre is very useful. If you find you need extra help on anything, there are plenty of copies of both textbooks in the Barr Smith.

Assessment The exam for this subject was worth 80% in 2009, although that is set to change soon. The assignments, of which there is one per week, are only worth 10% of the mark but are well worth spending time on - they are the best revision for exams and ensure that you keep up to date with all the work!

Lectures Lectures weren't recorded, and are well worth attending. There are two sessions - 9am and 4pm - and most of the lecturers give great explanations that you just can't get from copying someone else's notes.

Satisfaction 8

Industrial Mathematics

Communication Skills III

Complex Analysis

The course looks at several examples of industrial processes that have been modelled using differential equations while introducing methods to solve them. It's really more fun than it sounds.

As you may guess from the course name, this subject aims to teach various forms communications skills, including resume writing, report writing and verbal presentations. Although compulsorily for many maths and computer science students, after seeing the level of the material presented you can't help but feel this course is aimed at international students for whom English is a second language.

This course begins by introducing complex numbers, then proves basic results from calculus using complex variables.

After introducing line integrals, the course diverges from real calculus by introducing the Couchy (-Gousat) Integral Theorem, and proving the many consequences of this result which are unique to complex analysis. The course concludes with some further results relating to holomorphic functions. The topic for the final few weeks was based on the Riemann Mapping Theorem, but the exact direction was up to the class to pick. There are some truly remarkable results in this course and I would recommend it to anyone who enjoys maths.

Materials The course draws heavily from one text book, however the similarity between the two means it is not that advantageous to rush out and buy it (or look at it at all).

Assessment Usual maths weightings, about 90% exam and 10% assessment. Because all the questions are based on the same case studies each year, the exams are usually a mix of the assignment questions and the previous year’s exam. Basically, if you do the last couple of exams and the assignments, you will have already seen all the questions.

Lectures There were no lecture notes. Sometimes lectures seemed repetitive.

Tutorials During tutorials the class was usually left to complete the questions individually and could ask for help when needed.

If you had completed the questions the time wasn't very useful, but if not it is a good opportunity to do so.

Satisfaction 7

Materials There was no text book for this course, and all other materials were handed out in lectures or tutorials.

Assessment The assessment was divided between two presentations (which required a written and oral report) (20% + 5% class evaluation for the first, 20% for the second), a pretend job application (15%), workshop participation (15%) and an exam (25%). The lecturer gave a slight hint that the first presentation was marked harder so that we had the opportunity to "improve" in the second. The exam also covered spelling and grammar.

Lectures All you really need from lectures is to show up, get the handouts, and leave (it pains me to sound like such an arts student, but in this case it is the truth). The material presented in lectures was often only vaguely related to the assessment pieces. I found this disappointing as I think the subject could have really used some more direction. There were honestly 40 minute lectures comprised purely of administration talk.

Tutorials This course had weekly two hour tutorials.

The tutorials were dependent on which tutor took them. Since the lectures didn't really have much focus, it was up to each tutor to come up with exercises for the class. This sometimes meant getting out up to an hour early, and once again wondering what was actually meant to be retained from the tute.

Several tutes were used for the presentations.

Satisfaction 3

Materials All notes were provided verbally or on the board. While there are many books on the subject, the information provided in class is everything you need to know.

Assessment 15% assignments (best 5 of 6 count), 85% exam. Assignments handed out every two weeks.

Lectures Lectures mainly presented on the board, which is probably the best way for a course such as this. Nick Buchdahl is one of the best lectures in the school and makes the lectures extremely enjoyable. Nick lectured without notes for most of the time, which meant he sometimes got too excited and had to go back to something, but this wasn't a problem. His lecturing was one of the main reasons this course is so enjoyable.

Tutorials Tutorials were held every second week.

Full solutions were handed out, but there were usually more question than we had time to cover in the tutorials, mainly due to Nick's enthusiasm for the subject. Students were not required to present answers.

Satisfaction 10

Health Sciences Perception & Cognition This course is designed to test the brain power/staying power of psych. students. It is broken down into 4 parts, firstly perception, then categorization, language and finally metacognition.

The perception aspect of the course either burns brain connections or puts students to sleep with its complexities, but after that, most topics can be quite interesting.

Materials There is a HEAP of reading for this course (around 4 papers a week) but, it is all available online.

Assessment The assessment for this is broken down into 4 parts. The first is 5% research participation, where students need to participate in psychological research conducted within the uni - a practice which most psych students can do in their sleep. 20% is broken down in 4 quizzes on each topic covered. 25% is on a student lead research project (which is perhaps the most challenging aspect - START EARLY) and finally 50% is based on the exam.

Lectures All lectures are recorded. The categorization lectures require you to watch the lectures prior to attending them online, as every lecture covers so much content, it has to be compressed. All lectures tend to be this way - covering alot of material, which means most students need to read up or listen to them again to understand.

Indigenous Health II The course covers a broad range of topics, and in the first few weeks, aims to give an overview of the history of Indigenous people in Australia since colonisation and their treatment

by Europeans. The impact that this has had on Aboriginal people is covered in depth. This not only includes health status, but education, socioeconomic standing, and representation in politics and positions of power. There is an emphasis on understanding the reasons behind the great divide between Aboriginal and non-Aboriginal people, and the non-judgement of the problems that many Aboriginal people face. The lecturers aim to give a working knowledge of Aboriginal people's issues so that they may be applied in a medical or health policy setting. A camp based in the Coorong was unforgettable and a great way to get to know the other students, as well as learn a lot more about the local culture.

Materials No textbooks are required for this course. All materials were available online or in the BarrSmith Library.

Assessment Assessment consisted of two essays and two informal in-class talks. The essays were weighted more heavily. It is advisable to talk to the lecturers about your essay as the topics and criteria for writing the essays are often unclear.

There are a lot of essay topics to choose from, so it is not difficult to find something to write about that you have a passion for.

Tutorials Tutorials are around every 2 weeks and are SUPERHELPFUL for all areas.

Tutorials The tutorials were very interactive and enjoyable.

They were usually a relaxed discussion and sometimes included videos and excursions.

Some preparation was needed for the weekly readings. In my tutorial, all group members developed a great sense of rapport. Debates were often passionate. Most weeks a student was nominated to present a short presentation based on one of their essays. Attendance at the weekly three hour tutorial (the only contact for the week) was not strictly enforced but it is necessary to come most weeks.

Satisfaction 8

Satisfaction 9

Psychology in Society: Advanced This course has two components, the first 6 weeks is social psychology (which by this point if studying psychology can start to sound like a broken record) which mainly covers things like Social identity Theory and social categorization theory etc. The second part is learning. As the name suggests it is an advanced course so it tends to build on year 2's social and learning stuff.

Materials a few readings were required - all available online.

Assessment The course consists of one major paper which is about stereotypes and the many different theories in question - its quite a hard paper, especially considering the word limit. Then you have a major learning quiz and finally an exam on the two. The exam is a marathon, but material covered in the exam is that covered in lecture notes.

Lectures Lectures are recorded, but easy to go to and watch.

Tutorials N/A Satisfaction 6

Individual Differences, Personality & Assessment This course covers psychometrics, personality, intelligence, forgiveness and attraction. Personally, i find the mathematics of personality and intelligence a bit of a struggle, but the forgiveness lectures & attraction lectures are hilarious and well worth the course in general.

Materials You need a text book for this course (around 70 bucks)... it becomes your bible and you use it ALL the time (especially for exams).

The course in general requires alot of reading with extra materials online every week.

Assessment The course had SDL quizzes (around 5% each) a major paper on emotional intelligence - which is interesting, however it requires good skills in statistics (when the statistics course is taught in second semester). The exam covers all topics - even more than covered in the lecture, and students are expected to pretty much know and be tested on all topics in their text book.

Satisfaction 6

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Psychology, Ideas & Action

Health & Lifespan Development Psychology

Doing Research In Psychology: Advanced

This course pretty much tells you why psychology is a load of shit and how science in general is a social construction to control and regulate society. It covers the philosophy, sociology and constructionist approaches to understanding science the concept and science the institution.

This course is broken into 3 sections. The first is 'Theories and Therapies' this covers the different therapeutic techniques used in psychology - particularly Cognitive Behavioural Therapy. The next section is on cognitive childhood development covering many different theories as well as Theory of mind.

Finally, the course covers Health psychology, in both theories and issues in the area.

This course is compulsory to gain a major in psychology, or to get a psychology degree. As the title suggests it covers quantitative, qualitative, mixed methods and ethical practices for psychology.. at warp speed pace.

Materials The main materials for this course are zillions of readings (all available online or in class) about science in the media, pop culture etc.

Assessment The assessment for this course is pretty easy, a couple of SDL's (self directed learning tasks) which are usually internet quizzes or questions, a practical involving doing a discourse analysis of fraud in science and a 50% exam on all topics covered. The exam tends to be pretty much based on lectures and key reoccurring themes.

Lectures The lecturer for this topic is very good and straight forward - make sure you go to the lecture about DNA discovery because for some reason that was very helpful in the exam.

Tutorials There are only 4 tuts for this course all semester, and they are optional, generally they involve discussion and preparation for the major assignment.

Materials All reading material is made available to download online.

Assessment The assessment is perhaps the downfall of the course. The content is very interesting, but there are weekly SDL's - which are worth about 2-5% each.. but they all add up.. that and tutorial attendance is part of the assessment.

The other aspects include a practical worth 30% and an exam worth 50% - both of which, if started early on, are quite easily to succeed at.

Lectures Some lectures are recorded, but lecture notes are very helpful. Out of all psychology topics offered, most students attended these lectures most, as lectures were always interesting.

Tutorials N/A Satisfaction 8

Materials You need Field's 'Discovering Statistics using SPSS' , its about as heavy as 5 bricks, but it does become your bible. it costs around 90 bucks.. but, most people buy it during 2nd year and just continue to worship it. Besides that, all other readings are provided online.

Assessment Assessment is broken down into one quantitative practical worth 30% - this is the hardest part, with students given a set of data and to go wild on. 20% is broken down into a mixed methods exercise (10%) and a qualitative quiz (10%). The last 50% is an exam.. which isn't as bad as you would assume.

Lectures Some lectures are recorded.. all cover about as much content that you could fit in 5 lectures. Its fast and complex.

Tutorials There are "workshops" about every 2 weeks, usually they are in a computer lab or involve group work.

Satisfaction 7

Satisfaction 7

Comparative Anatomy Of Body Systems II Be aware of the fact that this course is comparative and, therefore, includes a fair amount about animals, although the core material is human. Some lecturers adhere to the comparative side, and some just teach human anatomy.

Materials I would recommend getting Totora’s Anatomy and Physiology book and borrowing the Vertebrate's book or buying it second hand because you will use it less. Gray's Anatomy is too in-depth for this course.

Assessment Guidelines are very vague past Eleanor Pierce's section. Hennenberg gives a near exact practice test to the one you sit. From Chris Jones onwards, be sure to attend practicals so that you understand the cadaver anatomy well for the tests - surprisingly, some systems are very unlike the textbooks.

Lectures Lectures were awful. Attendance to lectures is necessary because content is not straightforward.

Tutorials No tutes! But there should have been.

Satisfaction 1

Humanities Arts Internship

Europe from Late Antiquity to the Early Middle Ages

Food & Drink in World History

1.This course looks at the political, and some social and economic, developments during the end of the Roman Empire, and up to the 10th century AD. It is an extremely interesting period in history, which is certainly not the "Dark Ages", but is described by the lecturer as "the most complicated series of events in human history".

2.The fall of the Roman Empire to the reign of Charlemagne. The vast changes Europe undertook to find its place in the middle ages.

This 6 unit course places you in an organisation in which you are to dedicate one day a week in completing a task for them. Tasks can vary greatly from person to person and with each organisation. I was placed with Ayers House and asked to conduct oral history interviews to write a research report on the period in which the House was used to house RAH nurses. Other organisations included the Adelaide City Council, World Youth International and businesses such as law and advertising companies.

Materials No materials set by uni, but there could be some depending on where you are placed.

Assessment A 7,000 word report to uni (80%) and a 5 minute presentation (20%). Also an A3 poster, which I think contributed to the presentation mark. You may also be asked to do quite a substantial report for your host organisation. I ended up with a 9,000 word report for Ayers House. But it included much of the same information as my report to uni.

Materials 1.Just a text book, which is very useful. All tute readings were available online, which is becoming more common in Classics courses.

This was extremely convenient, probably saved a couple of trees, but also caused my printing quota to run out for the first time while I was at uni.

Assessment 1.3 essays, 2 minors (tute papers) and major, a tute presentation and an exam. Was quite a lot of work, but kept you on your toes. You didn't go for weeks without doing anything.

Plus, one tute paper and the presentation were combined, so in one tute you presented the paper you had written.

2.Very clear. Weighting are reasonable and allow you to make up for bad essay grades in the exam.

Lectures 1.Lectures were recorded and slides put on MyUni - but only during mid-semester break and about a week before the exam. This was quite annoying, and she did not put them up as she had promised. But I guess something was better than nothing.

Tutorials No tutes.

Tutorials 1.I had a new tutor to the Classics department, who split us into groups for discussion. I like this kind of tute as its easier to talk in a small group and you don't rely on the tutor to talk.

We also got to write on the whiteboard quite a bit.

2.Tutorials run by Margaret were amazing however tutorials run by Silke lacked the same flair and did not aid her students in their essays or exams. The marking of the tutorial papers clearly shows a HUGE difference between the two marking styles and those in Silke's tutorials got much lower marks. However this is just a matter of the two tutors communicating better.

Satisfaction 9

Satisfaction 1.7 - 2.8

Words of Wisdom If you're an arts student, save 6 courses in your last semester to do this internship! It gave me invaluable experience in a professional setting and skills I did not come across while in the classroom. Plus, it gives arts students direction into work after study.

Words of Wisdom When there are complicated series of events or concepts presented to you, take a lot of notes and then write time lines, and a “family tree� of the late Roman Emperors, soon after the lecture/tute - this will be invaluable at exam time.

Lectures Only occasional lectures on Friday afternoon, in which we asked questions about the assessment, presentation etc and were given information about the guidelines.

The course was supposed to be a food-based history of major world events, but all I really ended up learning about was the history of particular foodstuffs, like chillies or ice cream, which had nothing to do with broader historical studies and seemed more like anthropology than history.

Materials There was a reader that cost $50, which I didn't buy. There was one available in the reserve section of the library that I used for the first few weeks, but even that became redundant pretty quickly.

The lectures were in depth and well researched, with Powerpoints available online.

Assessment The spread of the assessment was fair, with bibliographies due at least a month before the corresponding essay which made me at least pick a topic early on, and find some resources. The essay topics were either boring, or too difficult to find sources for. Specialist resources are really hard to find when you're writing an essay about a menu from the 1800s.

Lectures Lectures were well prepared, the subject matter could have been much more interesting though. By the end about 20% of the class was attending (if that!)

Tutorials They should have been renamed torture-orials for this subject. My tutor (who was not the lecturer) was vague on the subject matter, disorganised, frequently late, and in the end didn't even pass out tutorial SELTs for us to do because she knew they'd be terrible. Nice lady, but crap tutor.

Satisfaction 3

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Uniting The Kingdoms: Briton 1534-1707

This course basically follows the political developments within the British Isles from the beginning of the Tudor dynasty in 1485 to the English union with Scotland in 1707.

Materials A textbook, about $60, pretty standard for all history courses, it definitely came in handy for the assessment. Also a course reader, again pretty standard.

Assessment 2 essays - one minor, 1500 words, one major, 2500 words - a tute presentation and an exam. We got the exam paper a week before sitting the exam, which was extremely helpful.

Lectures Lecture slides were put online (sometimes even before the lecture!), but were not recorded. As long as you have regular attendance at the lectures and tutes, this was sufficient, just don't miss a lecture that you'll do an essay/ exam question on.

Tutorials A tute presentation was required, just a short summing up of the topic of the week and what was in the reader. Tutes were basic discussions.

Satisfaction 8

Fascism & National Socialism Taught by Vesna Drapac, the first half of the semester is spent learning about Italy under Mussolini. We are taught from the beginning of his dictatorship to his death. The course looks at different aspects of Italian life that changed through this period including the perception of women, art, culture, education, children, and political life. Mussolini is not shown as the evil dictator many history classes have you believe, but instead the reason he stayed in power for so long is highlighted. The second half of the semester looks at National Socialism - not the evils of the Nazi party but their foundation, history, and appeal. The Holocaust is not made light of but is not a focus, which gave us a chance to look at Nazi Germany from a different perspective. Again women, children, art, etc were looked at and compared to Italy during the same period.

Materials 1.There were two textbooks for this course as well as a course reader. The textbooks were small but expensive, were not used often and could be found in the reserve section of the Barr Smith. However the course reader was an invaluable resource, well structured and relevant to both tutorials and lectures.

Assessment 1.The course guide provides clear guidelines for all assignments and helpful hints. Important messages are in bold so as to draw attention to them. The weightings were perfect with the exam at the end of semester being balanced well between short answer questions and a quiz. The opportunity to consult your tutor about the essays was also given and was very useful.

2.Do your readings Lectures 1. Vesna's passion for the subject was clear from her vibrant lectures. Each weekly two hour lecture was never just text slides, she used visual images, videos, and testimonials to add to the course content. Guest lecturers were also used to great affect (the lecturers included politics lecturers and the history librarian). The lecture by Margaret Hoskings the History Librarian was incredibly useful in writing the essays. Although the readings seemed heavy, many perspectives were represented each week and assignments allowed all points of views to be discussed.

Tutorials 1.Tutorial participation was assessed however tutorials were set up in a manner that encouraged everyone to speak. Splitting into smaller groups before a larger group discussion allowed different points of view to emerge amongst the class.

Satisfaction 1.10 2.9

Egypt, Greece & the Aegean (Archaeology)

Basically an overview of what archaeological evidence tells us of the major civilizations of the Bronze and Iron ages. It examines what we know about trade and inter-cultural contact due to excavation, and also what things are still unclear, because without written sources there is only so much meaning you can take from a pot...

Materials There was one textbook, quite pricey I believe but you could do without it as it is in the library. Online content involved the pictures the lecturer posted for you to use to revise for the end of semester slide test. No online lecture recordings.

Assessment Fairly reasonable- one tute paper, one major essay, a slide test and an exam.

Pretty well spread out, you can pick your tute topic week, the only catch is if you're tute topic is on the Bronze Age the major has to be on the Iron Age, and vice versa.

Lectures Not recorded, could get a little crazy with all the different pictures and accompanying explanations which you had to write down as best you could.

But it was usually easy enough to go and look up the artefact/event/place if you weren't sure what its significance was.

Tutorials Readings were quite necessary, although you weren't usually put on the spot or forced to say anything. You had to give a little talk on the week you wrote your paper, but it wasn't assessed.

Satisfaction 9

Pursuit of Happiness

This course was basically the history of ideas about happiness in Europe from the 17th century to the beginning of the 20th. This was about 90% philosophical ideas, and 10% political ideas. To be honest I didn't understand much of the complex ideas presented to us - this subject would be much better described as a philosophy course rather than a history one.

Materials 2 books by Voltaire and Freud were on the book list, and a reader that only had the readings for half the semester. Not too expensive, and the books will make you look smart.

Assessment There was a choice between a midsemester in class exam or a minor essay. Notes were allowed into the exam and I chose that option. The same conditions followed for the end of semester exam. There was also a major essay.

Lectures Lectures went for an hour and a half.

I'm pretty sure they were recorded and slides went on to MyUni. Students were invited to join in the discussion, but only a couple took this up.

Tutorials No tutes! I don't think this worked very well, especially with such complex topics every week, I would have preferred the chance to talk these through with a tutor and other students.

Satisfaction 5 Words of Wisdom Read the readings before the first lecture of the week or it won’t make any sense.

Origins of Modern America

This course is exactly what the title says - the history of (North) America from the Mayflower to the Civil War. It follows not only the political developments of the colonies and then the new American nation, but also focuses social themes such as religion and identity in early America.

Materials The course textbook cost $150 - I didn't buy it.

However, it also covers the second semester American history course so if you were to do both it may be worth it. There were plenty of copies in the library, and I only really used it for the major essay.

Assessment Minor essay in 1st term - a source analysis from one of the readings in the reader. I really enjoyed this essay as we don't do many like it at uni. Major essay at the end of term and an exam in the last lecture. No tute presentations, though I think participation was marked.

Lectures Lectures were recorded, and slides put on MyUni. Tom - the lecturer, and an American was very mindful of his Australian audience and provided many maps and the spelling of place names and people.

Tutorials No assessment except for participation.

Tutorials were in the format of general discussions and the readings each week were rather large - one week was 150 pages of the biography of Benjamin Franklin.

Satisfaction 8

Screens: Special Topic: Asian Screen Media

An introduction to Asian films and television series. The course covered all countries around Asia and gave a very good introduction to all types of Asian screen.

Materials Reader to read, fairly Cheap with pretty informative and interesting articles.

Assessment Straight forward and concise guidelines.

Peter always helped on all issues and questions. It was hard to do the assignments though purely because of the unfamiliar content.

Lectures Lectures consisted clips from different films and videos. Great content, quite long lectures though.

Tutorials Generally led by Peter who would then ask from input from everyone, then break into small groups to discuss predetermined and published questions.

Satisfaction 7

Australian Classics: Literature & Film

Heresy & Witchcraft in Medieval Europe

Professional Practices

Essentially a who's who of every group who was persecuted and burnt at the stake...

Materials The course guide with the readings was well organised and provided sufficient insight into the various topics explored throughout the course. Additional readings are suggested in the course reader if you want to go into more depth on a topic. However, if you cover all the material in the reader prior to tutorials you should be in a pretty good position to contribute to tutorial discussion. All lecture notes are available online. All in all this is a pretty economical subject to take.

The texts range between bush ballads, novels, poetry, films, plays and short stories. It focuses on Australian texts over the past 100 years and looks at what makes them a 'classic' (in regards to theme and content or society/audience reception now and then). Some interesting issues are addressed e.g. indigenous Australians, drag queens and 'camp', World War 1, modernism.

Materials You should purchase/borrow 3 books and a reader which was $11 in 2008 (with all other texts in it) and there were class viewing times for the film texts.

Extra readings for essays were listed online.

Assessment 1 seminar paper: 40% (and you lead the 2 hour seminar for your topic). An exam: 50%. Tutorial participation: 10%.

Lectures Good lecture slides and recordings, which were available online.

Tutorials There was a one hour lecture and a 2 hour seminar. There was a participation grade for attendance and participating in the seminar.

Satisfaction 7

Assessment The course includes a number of pieces of assessment - a library exercise, an essay plan and a bibliography, a research essay, a class test, plus a grading for your tutorial participation.

So you'll need to be fairly organised to get good marks in this subject. It is definitely worth preparing for tutorials and contributing, as you'll throw away valuable marks if you do your reading but don't speak up.

This subject was preparation for entry into the Media industry, with career focused tasks, based around different jobs and professions available with a Media Degree.

Materials All content was online, via MyUni. No additional costs for materials. Easily and readily accessible.

Lectures Lecture are recorded and lecture notes are available online - which is useful if you have to miss a class. Classes are well delivered and interesting. Following the one hour class is a video on a relevant topic each week - you can stay for this video or leave if you want.

Assessment Assessment was brilliant. Three assignments, equally weighted and well spaced. Ability to incorporate assignments into interested and career ambitions. Assignments finished early which gave us more time to focus on other subjects.

Tutorials Tutorials with Carol as tutor were relatively informal. A few weeks in tutorial groups were broken into smaller groups to encourage everyone to participate more.

Lectures Lectures were informative and run well.

Finished early when all the content was covered. All lectures were well outlined on Fact Sheets available at Tutorials.

Satisfaction 9

Tutorials Tutorials were casual discussion groups. Encouraging feedback and examples on the material with relevant and current situations.

Satisfaction 10

Media Democracies: E-Participation

Modern America: From Blues to Hip Hop (In 2010 it's Modern America: Civil War to Iraq) Being a survey course the material you'll cover is extremely broad. As Tom Buchanan (the course convener) himself admits, you won't go into very much detail on anything - other than what you choose to write your major essay on.

If you have an even half-decent understanding of American history then you're unlikely to dramatically expand your knowledge. However, if you want a background understanding of America then this course is a good place to start.

An introduction to Electronic Media Democracies and Participations.

Materials A reader, which was completely pointless and expensive. Made a great paper weight though.

Assessment Lacking. No idea of what and how to do any assignments. Incredibly hard to do well in.

Lectures Generally interesting, with guest speakers and lecturers including Alexander Downer.

Tutorials Workshops were in computer labs.

There was little to no work to do, so it was hectic as all hell. Tempers and angers flew because of the lack of structure and clarity with course.

Satisfaction 0

Materials The encyclopaedia-like textbook that was listed as required but which Tom later deemed optional (due purely to its lofty price) is not really necessary; if you're seriously desperate for information you can find it on the internet or use one of the copies on reserve in the Barr Smith.

Assessment The best thing about this course, as with all of Tom Buchanan's subjects, is that you will have a LOT of freedom in your assignments; the major essay was basically "write x words on any subject of your choice so long as it relates to America between the Civil War and now".

Of course, if you're a person who likes more direction this might not be such a good thing.

Lectures Do not rely on Tom Buchanan to record lectures! He makes it clear from the beginning that although he will record lectures he will "reward" people who come. This (probably inadvertently) amounts to him forgetting to record lectures fairly often - and I've never done a course where so many of the recordings have just been blank - i.e. 50 minutes of white noise. Furthermore, the 30% end of year exam is HEAVILY (as in, entirely) reliant on the lecture material, so you really have to attend lectures if you want to pass the course.

Media Theory

Studying the theory which applied to forms of media in society, and the implications these theories have upon our perceptions of media.

Materials Course Reader, $38 I believe. Fairly pointless, read little to none of it. Was handy for writing the assignments though.

Assessment Assessment guidelines are loose and vague, but this makes it easy to capitalize upon - saying that, it seems hard to get good grades in the subject.

Don't do group work together, whether you ask for permission to do it or not - it will end badly.

Lectures Didn't attend a single lecture.

Tutorials Tutorials were workshops, mainly talking based upon the readings. It was easy to add your own two cents with regard to your own personal perceptions of media.

Satisfaction 3

Tutorials N/A Satisfaction 7

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Studies in Modern Art Modern art covers art from approx 1870 to 1960 including styles like surrealism, abstract expressionism, cubism and Futurism. It basically forms the backbone of art produced today.

Materials Readers are provided for this course with relevant articles for each lecture.

There are set textbooks which contain required readings but they are reasonably priced and you can get student discount if you buy from the Art Gallery of South Australia Bookshop.

They are also available to borrow from the library.

Assessment The assessment involves a tutorial presentation and paper that is topic specific to the lecture for that week, an extended essay chosen from a list of topics or negotiated, and a slide exam. Sylvan Barnett's 'A short guide to writing about art' is really useful for this subject for all assessments.

Lectures The university based lectures are all put online in both written form and the slides. This course also has gallery sessions after hours at the Art Gallery of South Australia to look up close at works in our collection as well as works that are rarely displayed.

Tutorials Tutorials involve a group discussion of the readings and student presentations which allow a more freer approach to the topics.

Satisfaction 9

Community, Gender & Critical Development

Spanish 1A/1B

For those of you who are slightly scared of courses that include the word Gender (I know I can be after being viciously attacked by an overzealous feminist in my first year), please don't be put off by this course! Yes, you will cover many topics that involve only women, however the topic for one week was "The Feminisation of Poverty", which critiqued programs that focus solely on women. REMEMBER! Gender doesn't just mean women! The course covers community participation, indigenous development and the environment as well!

The first level teaches basic vocab and grammar of Spanish, including speaking, listening and reading skills.

Materials The course required a reader, which I personally believe you can usually take or leave without a great impact on your classes, thanks to group presentations that usually provide a nice summary of the weeks readings!

Assessment Well thought out, spaced out and clear assessment topics. My only hint would be to possibly do a little studying for the casestudy assessment, which took place in class.

Although we were allowed to use notes... On second thoughts, go for a drink at the Unibar instead of studying...

Lectures Lectures are recorded, however I found it beneficial to attend as the lecturer, Alison Dundon, is herself a development anthropologist in Papua New Guinea and is able to give some great insights into working in the development arena!

Materials I have a textbook, at about 147AUD, used for 2 semesters (2 courses). It is available in Uni Books. It is really useful and informative, with some practical exercises and cultural reading, and especially a summary of chapters (vocab and grammar) so that it's easy for revision. There is no online content.

Assessment Legitimate assessment with regular tests (with about 1 or 2 weeks for each chapter) weighed at 5% each, an oral test, participation mark and final exam of 40%.

Lectures Lectures are closely based on textbook and lecture outline are given in the course outline. They're not recorded Tutorials There was no specific format for tutorials; they just follow the lectures.

Satisfaction 8

Tutorials Tutorials take place in the form of weekly 2-hour workshops that usually require you to have read at least 2 compulsory readings. It is helpful if you have actually done the readings so the class doesn't just sit there in total silence for the first hour or so.

Satisfaction 6

Anthropology of Conflict & Crisis Thankfully this is one of the subjects with a title that leaves little to the imagination. The course is about the anthropology of conflict and crisis and covers topics such as dangerous fieldwork, jihadism and terror.

Materials The course requires a reader, which from memory wasn't too expensive. The reader was useful, at times a little dull, but at others incredibly interesting. Online content on my uni was slim to none!

Assessment Assessment consisted of the standard midterm paper, final paper and class presentation. No hints required for this one!

Lectures Lectures were not recorded and I don't really recall lecture notes/slides being available online. That being said, attendance at every single lecture is probably not necessary! Especially if the class is early, or in Ligertwood's horrible lecture rooms!

Tutorials Standard tutorial format, including the oh-so-fun group presentation....

Satisfaction 7

Incredible India India is seen as one of the world's up and coming powers, but how did it get here and what is indeed so incredible about India? Be prepared for incense (in the first lecture), cultural lessons and completely open-ended assignment questions (added to word counts that change right up until the due week).

That being said, there are a few gems here and there.

Materials Ridiculously oversized course reader - $45ish Book, "In Spite of the Gods" - $50ish. Nothing online. If you want to contribute in tutorials at all, you will need the course reader. The book was used twice, apart from that it is a complete waste of money.

Assessment Overall the assessment was a bit disorganised. It is done on the basis of a minor and major essay and tutorial participation. The minor essay was set on the 2009 General Elections - a topic that was not even referred to, let alone covered in lectures or tutorials.

Be prepared to do a lot of your own research. Also, students were required to submit copies of any notes/articles/ websites etc that they used with their essay. The final essay word count was not fully set for several weeks after the question release - big problem. The question was also extremely open, essentially students were asked to produce a question examining some aspect of India. No examples were given.

Lectures Lectures were recorded when the lecturer remembered to do so, so don't count on there being recordings. The 'notes' the lecturer put up afterwards were bare to say the least, however I didn't go to most of the lectures and found that readings were the only real work needed to do well in tutorials.

Overall the lectures were rather dry.

Tutorials There was a tutorial participation mark, however tutorials were fairly hard to sit through due to there being no real format. My best memory is the tutor asking, "So, what are we going to talk about?" "How about the tutorial question?" "Well, yes we *could* do that, but instead let's..." You can understand why I also didn't attend very many tutorials.

Passions & Interests: A History Of Greed

Japanese 1A

This course is fairly much what the full title suggests. It looks at attitudes towards selfinterest over the past 300 years, although some of the lectures also looked at the Ancient Greek/ Roman thinkers (the Stoics and the Epicurians, as precursors to enlightenment thought). This is, sadly, the closest thing to political economy offered at the University of Adelaide. All in all, I loved this course, and thought it was exactly what I imagined university to be. Some of the class hated it; I think it's a matter of being able to roll with the punches. Justice, Virtue and the Good (offered Sem 2) is very similar, so depending on whether you loved or hated this course, you may want to be aware of that.

Materials There's the course reader. It was around $30 from memory. You'll need it. The course draws inspiration, and is loosely based on, from 'The Passions and the Interests' by Albert Hirshman.

This is infrequently referred to, and most people in the class never looked at it. That said, it's a useful companion to the course.

Assessment As with most politics courses, this rests on a minor, major, and tutorial participation.

The minor is a critical exegesis, which most students had a lot of trouble on. It wasn't clearly explained what exactly was wanted from this assessment, and Lisa Hill (lecturer) expressed to our tutorial class that she may think of another assessment for 2010, as 'it doesn't seem to be working'.

Lectures The lectures were not recorded. The lecture slides are very extensive and detailed - you'll rarely get a chance to finish reading them in the lecture. Lisa Hill puts them up prior to the lectures. At the start of the course, Lisa made insensitive comments, which offended many members of the class. She's generally a very lovely lady, and I think stopped when some brought it up with her.

Tutorials Lisa took the tutorials. The tutorial presentations are kind of a free-for-all. The speaker was only there to start the discussion, which generally moved on without them if they weren't careful.

In my experience, this course is a case of making sure you get a word in rather than enduring an hour of awkwardness.

Satisfaction 8

Japanese 1A provides an introduction to the Japanese language and culture.

It teaches the very basics of the Japanese language. Ranging from learning the katakana and hiragana alphabet, to phrases that would be used in everyday conversation.

Materials The textbooks used were the Minna No Hongo 1 textbooks. There are 4 textbooks, which come in a package.

It can be brought from Unibooks for $150. I used all of the textbooks as it included vocabulary lists and grammar exercise practice. It is a worthwhile purchase, as you will need it if you wish to continue with Japanese 1B and Japanese IIA. A student handbook can also be brought for $10 from the image and copy centre. This contains detailed notes on Japanese grammar, which is needed.

Assessment NO EXAMS! The only assessments are a couple of review tests and an oral exam at the end of the semester.

The review tests include vocabulary, grammar points and Kanji (Japanese characters).

Lectures Lectures are recorded.

Tutorials The tutorials were basically lectures that went through grammar points.

It also provided a means to practice speaking Japanese. No assessment was conducted during the tutorials.

Satisfaction 10

Satisfaction 4

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Anthropology of Health & Medicine This course looks at the social and global aspects of health and medicine. While it has potential to be a very interesting course the lectures are slow moving and the seminars become a session for 2-hour group presentations because of a need for nerdy anthropology students to out do each other.

Materials A reader was required, but most students due to a lack of discussion in tutorials found that they could just read relevant weeks to their assessment.

Assessment Assessment is an annotated bibliography, a group presentation and a major assignment (based on bibliography). All aspects are relatively easy to do and achieve.

Lectures Due to a lack of discussion in tutorials many students found the lectures unnecessary to pass the course unless they were relevant to their essay topic.

Tutorials This was the biggest problem. Twohour student presentations should be banned.. Who likes them? No one..

Sure the students get a HD out of them.. But it gets boring when everyone else gets that too..

Satisfaction 4

From Elvis to U2 I

Shakespeare

Through lectures, online recordings and readings, this course is mainly a study of popular music from the late 40's/early 50's through to the early/mid-90's. The course goes through a brief history of music in the first few weeks of lectures starting from the late 1800's.

This was good because you start to see how past musicians like Elvis Presley influenced artists such as The Beatles. Through taking this course, I now have a solid understanding about the modern era of music. I also learnt about Artists I did not know much about previous to this course, which has broadened my musical catalogue. If you like listening to a heap of popular music or just have a general interest in modern music history, then this course is for you.

You study 4 plays: A Midsummer Night's Dream, Antony and Cleopatra, The Winter's Tale, Henry V. You also learn some key terms which relate to the study of Shakespeare's plays (e.g. blank verse, genre, self-reflexivity).

There are also weekly journal tasks (more like activities) which form part of the assessment. An essential course for any English student as you study some interesting plays that you wouldn't have studied before.

Materials There is a textbook that costs around $60.

It was available from the textbook shop and there were plenty of copies when I bought mine. You do in fact need this textbook as some exams questions come straight out of it without being mentioned in classes. Also the online recordings are essential as some of them are played/referred to in the two exams so you need to have heard them.

Assessment The first few weeks are fairly slow in terms of assignments etc. However all classes are valuable as they give information that will be in the exams. The whole course only consists of two exams and one comparative essay- with the essay weighted at roughly half your grade.

In the essay it is essential that you are able to a show solid understanding of any musical genre, group or themes that you mention/compare.

The best advice for the exams I can give is simply make sure you take notes throughout lectures of all the key points and work through the practice exams as soon as you get them as they become invaluable practice. Things I didn't think would come up in the exam often did.

Lectures There were two lectures for our semester.

A Two-hour one Tuesday morning, and a one hour one Thursday. The trick is to stay motivated through the two-hour lecture as our particular lecturer did not take a break and you tend to drift off if your not careful. With the Thursday lecture, attendance seemed to be the hardest part for most as they underestimated the importance of the one-hour. There is a lot to get through and any missed lecture puts you behind the class in terms of knowledge.

Materials I would recommend buying the set editions of the plays (buy all of them in a pack for $60) as they have really good (but quite long) introductions and helpful footnotes for certain words and phrases. However, you could use any Shakespeare edition as they plays themselves haven't changed; but I found the introductions really good for understanding themes and key ideas and for the notes. Also, weekly readings are taken from the Cambridge Companion to Shakespeare ($50), but instead of buying it, I borrowed it from the library or used the Reserve copy.

Assessment Quite a few assessment pieces considering it’s a 1st year subject. One 500 word take home close reading task (15%). One 1200 word essay discussing the genre of your choice of play (30%). Five 200 word journal tasks (25%). One 2.5 hour exam (30%).

However, they are spread out over the semester and it's good in the way that a large part of your grade isn't reliant on one piece of work. The journal tasks involve doing one activity every week (from a list) and then you hand up your best 5 in Wk 13.

Lectures 1 lecture a week and a 2 hour seminar.

After a few weeks of introductory lectures (Shakespeare's staging etc), you have 2 weeks of lectures and seminars on each play. Lectures were recorded. You can check back on the slides too as you can never write everything down so don't try!

Tutorials There were no tutorials. Just the two lectures each week. The essay, assigned readings and assigned recordings was to be done in your own time.

Tutorials At the 2 hour seminars, attendance is recorded. There is a discussion of journal tasks, weekly readings from the Cambridge Companion, and discussion of that week's set play. Often wew were shown YouTube clips of parts of plays (e.g. specific speeches, or important moments). It depends partly on your tutor and class as to how much you'll get out of the seminars (e.g. if no-one talks or has done the readings)

Satisfaction 8

Satisfaction 7.5

Moral Problems

Reading & Writing Poetry

The course is supposed to be about questioning current moral problems using philosophical theory. Topics include Euthanasia, abortion, war, animal rights, terrorism etc. What i learnt… is a very good question.

The course is based on exposure and appreciation of a large range of poetry, gaining skills in scansion and writing your own poetry.

Essential to any Arts student, Reading and Writing Poetry clearly explains the world of poetry, which so many people wrongly shy from. You learn about meter, style, and form (e.g. iambic pentameter, burlesque, and sonnets) as well as learning how to scan a poem to find out its meter (it’s easy once you know how!) and writing your own poems (to explore your poetic side). This is the course committed to poetry and poetry ONLY!

Materials A reader is required - its about 20 bucks give or take. Personally, I don’t think its worth it.. as you can buy a piece of blank paper that would provide the same use.

Assessment The assessment is spilt between two essays - both of which you are likely to fail.. my advice? Agree with everything the lecturer said, and if you didn’t catch it - go and meet with him and he will tell you all about it, again.

Lectures Lectures are not recorded, but notes are provided online. Personally, I wouldn’t put yourself through the torture.

Tutorials Tutorials are weekly, and involve about 1/2 the class questioning the lecturer, who tells them they are wrong, without giving them an answer. in case you haven't guessed, the lecturer is horrible, and leaves a lot to be questioned.

Satisfaction 2

Materials The recommended purchases include: the Norton Poetry Anthology (a bit expensive); a Reader, which is a reprint of a scansion/ poetry skills book; and, a rhyming dictionary (at Unibooks and ICC). The Reader is essential (and cheap) as you are required to complete weekly exercises to be discussed in the workshop. Also, you need to practice scanning as it is part of the assessment tasks and the exam. The rhyming dictionary was useful for the poetry tasks (writing your own poems) but is not necessarily an essential purchase.

Assessment You must complete poetry tasks, a tutorial presentation and an exam. The poetry tasks consist of you writing your own poems in a particular poetic style or form (e.g. blank verse, rhyming couplets) with your own scanning of the meter. (These are spread out throughout the semester and equal to a large part of the assessment). The poem’s topic or theme is free choice so long as it fits the required form and meter. The tutorial presentation is 20 minutes of you leading a discussion – not a lecture or reading off a page – about your choice of poem. The emphasis is on you being able to lead the discussion and ask questions to bring out the main ideas of the poem’s style, form, theme etc. This is assessed by Tom Burton’s marks with the anonymous marks of the rest of the group. The exam (also large part of the assessment) is 2.5 hours of scanning exercises and a critical appreciation of selected poems, showing the skills you get from the workshops and tutorial discussions.

Lectures There is one lecture a week about a particular style or form of poetry (e.g. sonnet, burlesque, elegy) and then a second lecture which is actually a workshop. In this hour, as a group, you go through the scansion exercises from the week (from the reader). Lectures are recorded.

Tutorials The tutorials are generally discussions of poems selected by Tom or else the students’ presentations. It is important to attend the tutorials to be exposed to a wide range of poems and understand how to critically respond to a poem, which is a skill needed for the exam.

Satisfaction 8.5

Chinese (IA/IB/IIA/IIB)

The course is an introduction to chinese, you do not need experience studying chinese. In the first year you learn 500 characters and are expected to have learnt 3,000 characters if you continue to study chinese throughout your degree.

Materials New Practical Chinese reader (approx $50) and workbook (approx $30).

Assessment Your grades are made up of weekly dictations of characters, home work from the audio lab and a final oral and written examination.

Lectures I would recommend attending lectures as this is when Mobo gives out the characters.

Tutorials On hour of listening, two hours of lectures where you are introduced to your words and practice as a group.

One hour tutorial where you have more chance to invidually practice and are given a weekly dictation.

Satisfaction 8 Words Of Wisdom Do not fall behind, Chinese (and i presume other languages) are very fast paced. If you fall behind you will not be able to catch up in time.

Chinese (IA/IB/IIA/IIB)

French ISA & ISB: Language & Culture (Continuers)

The course is an introduction to chinese, you do not need experience studying chinese. In the first year you learn 500 characters and are expected to have learnt 3,000 characters if you continue to study chinese throughout your degree.

Introduction To English: Ideas of the Real

French ISA and ISB are the two first year continuers French courses offered at the UoA. They are for students who obtained a 14/20 for the year 12 French in SACE (or equivalent in IB etc.) It basically runs over what you would have already learnt in your high school education, but in greater detail and with a greater focus on exceptions to rules, and idiomatic language.

The French course is very intimate and many people find that they make great friends in the course. It almost feels like school again - the teachers know your names and you're allowed to ask questions during lectures! Wow! It is a fantastic course with brilliant teachers.

This course is a great introduction to studying English at uni. Ideas of the Real teaches you how to study a wide variety of texts. Everything from Dickens to Woolf was explored ensuring there was something to cater for almost everybody's taste. Realism is explored as a theme in each text, allowing common aspects to be compared. This course is a great place to start if you're looking to study English throughout your degree.

Materials New Practical Chinese reader (approx $50) and workbook (approx $30).

Assessment Your grades are made up of weekly dictations of characters, home work from the audio lab and a final oral and written examination.

Lectures I would recommend attending lectures as this is when Mobo gives out the characters.

Tutorials On hour of listening, two hours of lectures where you are introduced to your words and practice as a group.

One hour tutorial where you have more chance to invidually practice and are given a weekly dictation.

Satisfaction 8 Words Of Wisdom Do not fall behind, Chinese (and i presume other languages) are very fast paced. If you fall behind you will not be able to catch up in time.

Materials The textbooks include the 'Ensuite' textbook and exercise book. They are useful and thorough, and the teachers use this directly for exercises and homework etc. The textbooks were reasonably priced, and were readily available at Unibooks. They are very useful (especially the textbook - it is a fabulous book that lays out clearly the vocabulary and grammar that you need to learn). I would highly recommend getting both of them. The exercise book is used mainly in the laboratory sessions, when you work on your own and listen to materials on the computer, filling out questions and comprehensions in the book. You will therefore need to bring a set of headphones (they recommend buying one with a mouthpiece, but in first year, this is not required). You are also recommended to buy a French/English dictionary. One other book I'd recommend, that is not on the list but that I find extremely useful, is Schaum's guide to French grammar.

Assessment There are several small assignments, which contain grammar sections and comprehension sections. There are three of these assignments per semester. Then, there is an essay per semester (for the cultural component). There is also an oral assessment per semester (i.e. a speech in French about an aspect of French culture). Every week in the laboratory session, you have a tiny written vocab test, which tests you on 10 words from the chapter of 'Ensuite' you studied that week.

Lectures The lectures are not recorded unfortunately, however, the lecturers are very thorough with the slideshows and will always include key facts and things you need to know in them. They French faculty is very friendly and concerned with every individual's achievement, so often if you miss a lecture etc., they'll offer to fill you in on what you missed.

Tutorials As aforementioned, each week has a language lecture, a culture lecture, a language tutorial, a culture tutorial and a computer laboratory session. Each session is an hour long.

Satisfaction 10

Materials The course reader was one of the cheapest that I had to splurge for (at only four dollars!) and included the Course Outline as well as the first texts for the course - Peter Carey's short stories. On top of that, there is another six texts you're expected to read - all easily available, whether from Unibooks, Borders or Ebay. My best advice on that one is to shop around as it is possible to get older versions for much less. The Barr Smith also carries most (if not all) of the texts, if borrowing is a better option.

Assessment Assessment was spread over the semester with only three major pieces a close reading, essay and exam. Tute participation also counts, so make sure you turn up! The weighting of these assignments is pretty high, so it's a good idea to start early and draft lots.

The best piece of advice I received for the exam was to have a basic understanding of each text, and a more in-depth knowledge of three or four.

Lectures We had a range of lecturers throughout the semester who each encouraged us to think about texts in a different manner. Lectures were all recorded with transcripts provided as well.

Tutorials There was one hour long tute a week where we would discuss the text assigned. Questions are provided in the Course Reader to provoke thought, which would then be the basis for discussion. I found tutes were a great place to consolidate ideas with others and make sure you're on the right track.

Satisfaction 8

Professions Equity

Property Law

The course is ostensibly about the Law of Equity, but seriously it focuses on trusts for the bulk of the course. Trusts are quite boring, and pretty simple.

The course is split into two sections: typical legal stuff and "perspectives" - a jurisprudential/political/social analysis of the principles involved. The law side is about as dry as everything else you'll do in your law degree.

There are quite a few nebulous principles to get your head around. The perspectives stuff is actually fun. Required reading includes Marx.

Materials I had an outdated copy of "Trusts". It was useful. Very little of substance is available online.

Assessment Overwhelmingly exam as expected.

There are a few overarching principles that you have to get your head around, but it's quite manageable. Make sure you get a decent set of notes to record some of the detail, and it's easy as pie.

Lectures Lectures were recorded but go for hours, so don't think you're going to be able to stand listening back to them later.

Tutorials You sit around in a big circle talking trusts. Our tutor put little UN-style name signs in front of us. If you show up late it's pretty awkward, because you don't have a little sign.

Satisfaction 7

Materials I didn't get any materials.

Assessment The exam is weighted pretty highly as usual; the assessment also includes a 500 word essay (total joke) which didn't really allow you to demonstrate much of a grasp of anything, and a group assignment. Make sure you are in a group for that otherwise you're a little bit fucked.

Lectures Lectures are recorded, but go for 3 hrs, so you'll never listen to them all later. One of the lecturers apparently started all his lectures 1/2 hr late to take advantage of his free bus ride entitlements after 9.

Tutorials Tutorials take the form of watching a movie or something and address the "perspectives" side. It seemed to vary as to whether you could in fact access this stuff later.

Satisfaction 7.5 Words Of Wisdom Adverse possession allows you to take the title to a place if you (or others) have lived in it under certain conditions - for 15 years. Wish I’d known this when I was 5, I’d be a property owner.

Landscape Architecture Design Studio Design Studies is the undergraduate degree leading into the postgrad Masters of Architecture. As such we learnt the basic skills in design and construction; with a strong emphasis on environmental/sustainable design. In addition we learnt basic communication skills (imagery and oral). As design studies also leads into the Masters of Digital Media, I elected to take several digital media subjects, focusing on 3d modelling and animation.

Materials There were very few textbooks, but we often needed materials to construct models. The cost would vary from $0 (recycled materials) to upwards of $40 depending on the chosen materials.

We also needed to get large posters printed for some submissions, this could be done at uni sometimes, but often the cost was more than the printing quota we get. This year I paid $50 for self-funded printing quota.

Some people elect to get things professsionally printed costing upwards of $100 for some submissions. We sometimes were given online content through MyUni, this was usually in the form of links or copies of articles and book extracts.

Assessment It was generally made clear what is expected for assignments. Assessment was weighted over several assignments spread out over the semester with a higher weighting for the final assignment.

Lectures Most lectures were not recorded, but the powerpoint was usually posted on MyUni. Tutorials We had weekly lectures detailing the assignments and looking at precedents to assignments. Then we had 1 or 2 studio sessions to work on assignments with teacher help.

Assignments are submitted every few weeks (sometimes weekly), often with informal presentations. When presenting our major assignments at the end of the semester there are often more formal presentations. Field trips and camps are also common.

Satisfaction 5

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Foundations Of Law In FoL (the equivalent of Introduction to Australian Law, which was around a few years ago), you learn about some basics for law in general. These basics include things like Sources of Law (i.e. where 'law' actually comes from), Origins and Institutions (i.e. how the Australian legal system has evolved, and how it draws from other countries' legal systems), legal philosophy etc. You also learn some important skills like Case Analysis (i.e. learning to recognise and analyse all of the important parts of a case), Statutory Interpretation (i.e. how to dissect and understand a statute/law and then apply it), and legal research (i.e. how to use legal databases etc.) The course is compulsory, and while it may seem quite general, it is pretty interesting if you get past the kind of boring facade.

Materials There are two textbooks for FoL, both of which are readily available at Unibooks and are reasonably expensive (between $60 and $100+ I think).

- One is 'Connecting with Law' by Sanson, Worswick and Anthony. This is very interesting... but that's about it. I think if you have the time and/or motivation to read this textbook, you should, because there is no question of its usefulness. However, in all honesty, I got by without reading it very much. The few times I did read it, I found it monumentally helpful, but I think that the reader is probably sufficient.

- The second textbook is 'Essential Jurisprudence' by Meyerson, which really doesn't come in handy until the end of the course, when you begin to learn about jurisprudence (legal theory and philosophy). I found it very helpful for this section of the course. I'm sure that I could have found the same information online, but I would still recommend buying it for the legal philosophy section (which is what the FoL exam is based entirely upon)!

Finally, you will - whether you like it or not - need to purchase the 'Australian Guide to Legal Citation' at some point. It is vital when it comes to referencing in assignments.

Surely references are that important, you say? You can sometimes lose 10% or more of your grade for using incorrect references (e.g. not italicising a book's title, or misplacing too many commas in your citations...) so I would recommend getting your hands on the guide and facing the harsh reality that is Law School referencing.

You also use online materials and written materials provided by the course (i.e. the readers etc.) This is all you need - except when it comes to assignments, in which case, you'll use the internet a lot. Such online resources largely include case databases like Austlii and LexisNexis etc. You are shown how to access all of these in the course, and they become very useful.

Assessment The guidelines for FoL assignments are kind of hazy, because the course is newish. But that is nothing that a brief chat with your tutor cannot fix. I found that approaching my tutor was the best way to combat confusion about the assessments (a Case Analysis and a Statutory Interpretation).

The CA is worth 20%, the SI is worth 30% and the exam is worth 50%.

The exam only assesses your knowledge of jurisprudence (or legal philosophy). (This is how it was for 2009, I'm unsure as to whether this will change/has changed.) This is handy, because it means that you can focus entirely on this one small unit - and it is one of the most interesting units, too, in my opinion.

My only 'hint' would be to go with your gut instinct: FoL is not rocket science, it is just learning and applying common sense. It's one of the easier compulsory law subjects (bar the Statutory Interpretation... but that was never going to be easy!)

Lectures The lectures are recorded and the slideshows are thorough. There is nothing abnormal or notable about the lectures.

Tutorials The tutorials lasted for 2 hours each week, and were largely based upon problems in the course reader. This was relatively straightforward. Make sure you use your tutor as much as you can - they are there to help clarify the confusing bits!!

Satisfaction 8 Words Of Wisdom Don't feel obliged to learn every single tiny detail; the examiners only want to see that you have learnt and understood the general principles (and a little detail, of course!)

Corporate Law Corporate Law is a course about the Corporations Act. There is very little to it. There appear to be almost 0 over-arching principles.

The assessable material appears (and I went to 1/2 a tutorial and no lectures so I am basing this on the exam) to be made up of hundreds of largely unrelated technical details.

Materials Nope. Actually I found a 2008 textbook lying around the house. Its basically the annotated corporations act. Shit hot.

Assessment The exam could be worth 100% if you wanted.

My hot tip (and I haven't got my results yet) is bring an ace set of indexed notes to the exam and spend the semester doing nothing.

Lectures No idea Tutorials Woeful. I attended half of one and walked out. It went for 2 or 3 hours or something. Yuk. Satisfaction 5

Development Economics The course looks at the factors influencing economic development in poor nations. It’s very data-driven: the theories are fairly obvious, but what’s tricky is the econometric studies you have to understand, and the research paper.

Materials There’s a course reader - around $30. I didn’t use it - most of the content was avaliable online (certainly all the compulsory papers were). The textbook is expensive, but very useful. Having slept through most of the lectures, I used it to learn the course. It hasn’t been changed in years, so the library has plenty of old copies (Ray - ‘Development Economics’). It’s not a bad course, but isn’t going to contain much new material if you have previously indulged a passing interest in economic development.

Assessment The assessment consisted of a mid-semester test, and an essay charting an aspect of

economic development (health, education, or trade) in a developing nation. The test was easy (just make sure you understand all the concepts - this isn’t a course where you can skip the maths), it was the paper that took ages. Get started early and don’t underestimate how hard it is to get data. It’s worth picking your country based on how much data is avaliable at sources like http:// data.un.org and the WDI online (avaliable through the library catalogue) Lectures Lectures were not recorded. The lecturer (Pataporm Sukontamarn) is a lovely lady, but her english doesn’t do her any favours.

Tutorials Quickly reading the conclusions of the papers before the tutorials was enough to get you through, if you’re opinionated enough and able to ad lib. Otherwise, spend some time on the questions.

Satisfaction 4 - I could have taught myself this subject

Principles Of Administrative Law

Complete joke. Transitional course worth one unit. Lectures were held over three days in the holidays. I didn't go to any.

Materials No materials whatsoever.

Assessment There was one brief essay worth 100%. I wrote it in the last 4 hrs it was due, with no understanding of the course whatsoever. The law school probably can't really fail anyone, since its a transitional course and they are trying to get rid of it.

Lectures *shrug* Tutorials There were none Satisfaction 4 Words Of Wisdom You’re going to have to do it, if, like me, you did your law subjects in a fucked up order. Not to be confused with Admin, Principles of Admin is ridiculously easy. You get your results back by week 4 or so. Doubt anyone failed

Law of Torts I and II (Review 1 is just for Law of Torts I. Review II covers both Law of Torts I and II) 1.Law of Torts One is the first half of learning the wonderful civil wrongs in Australian law. Essentially you only learn the tort of negligence and all its components, i.e. standard of proof, causation, remoteness, remedies etc.

2.A tort is a particular type of wrongful act or infringement of a right. So the Torts course basically comprises learning about different types of these wrongful acts (such as negligence, defamation, false imprisonment etc.) The course is divided into Torts I and Torts II over two semesters.

Torts I focuses entirely on the tort of negligence, and Torts II focuses on several others. The course is structured according to which tort you are learning about (i.e. you'll do defamation for a few weeks, then assault, then battery etc.) Within each lesson about each tort, you are taught the roughly following things: a) The definition of that tort b) Key legal cases in which these torts were (or were not) found to be committed, c) Legal principles that have been drawn from the cases, d) Pieces of legislation relevant to that tort, and e) How to apply all of this information in a stepby-step method in order to determine for yourself whether a tort is committed in any given case (i.e. in the exam!) It is a very methodical course - and clearly very well rehearsed. The slideshows are concise and highly useful.

Materials There are two textbooks available. One is 'Tort Law in Principle' by Richards (the course coordinator herself!), Ludlow and Gibson. The other is a casebook called 'Torts: Commentary and Materials' by Sappideen, Vines, Grant and Watson. The first textbook is clear, concise and very helpful. The fact that it is written by our coordinator helps - as it coincides well with what we are taught. It was readily available at Unibooks, and was reasonably expensive (about $80 - $100, I think?) but it was worth the price. I found it mostly helpful for assignments, and for fleshing out notes etc. The second textbook is big and heavy, and also quite expensive. Rather than a textbook per se, this is more of a reference book of cases. It simply contains hundreds of cases and their details. While this is useful in some regard, I found that I could just as easily obtain the same (if not better) information online, using one of the Law Library reference sites (such as LexisNexis or Austlii). However, throughout the course, the lecturers and tutors etc. do refer to specific page numbers in this book quite regularly, so if you're not prepared to write down the details of a case and search for them yourselves on the net, you'd probably be better off just buying the book. It isn't as good as I was hoping though - it omits some important cases that you will need. There is a lot of online content for the Torts course, to which you will be directed quite early on. Most of it includes databases of cases; these come in very handy for assignments and revision.

There are also course readers and guides (one of each for each semester, I think) -

which I highly recommend buying. They function as diaries/textbooks/study aids etc. - plus you are assigned homework from them on a weekly basis.

Assessment The assessment is pretty simple: you are given one assignment per term, and then an exam. The first assignment (in term one) is exactly like the exam: you are given an example case, which you have to interpret. You are taught how to do this throughout the semester - but I urge you to ask your tutor questions, it's not made altogether clear how to structure/format your assignments (i.e. the guidelines for the assignments aren't particularly clear). The exam is exactly the same, except bigger. In Torts II, you have to write a more legal/ philosophical essay, which you should also enquire about in advance. But don't stress, they don't expect you do know how to write these things, because it's your first time (usually)! The weighting is reasonably fair, the exam has more weighting than the assignments. My recommended hints would be to make a very clear and strong set of notes. They will be your lifeline in the exam!

Lectures 1.Bernadette Richards is the lecturer and the course coordinator and one of the writers of the text books. Although Bernie's pronunciation of "because" like "be-cawse" is extremely frustrating, her lectures are pretty awesome. She records them, goes through each step of negligence really well and explains the reasoning behind each of the main cases you need to know. Bernie is a mum and you can see that in the lecturers, they're done at a pace for the students and spoken with the intention of actually teaching first years, compared to the other law subjects. Essentially if you go or listen to the lecturers you don't really need to other reading to pass the course well. although if you want to be an ultra informed student of course you should do the reading.

2.Lectures are recorded and are handled expertly.

They are fantastic. The slideshows are also very good.

Tutorials 1.My tutor was so lovely she told us she wasn't going to bother learning our names and so called as "the lady" or the "the gentleman" in class before deciding we had written was inadequate and then would proceed to read out her almost essay sized answer that we would attempt to scribble down. I was told Janie Green is a pretty awesome tutor, she goes through the concept and helps you work out a flow chart for each problem of negligence, so I'd try and get her as a tutor. In saying that I attended 3 tutorials that semester.. wouldn't recommend it if you want to learn everything properly Satisfaction 1.7 2.9 Words Of Wisdom The exam is exactly what is in the course. Know your cases, because often almost exactly the same case (except using different names) is used in the exam. I think if you had to choose one thing to focus on in the whole course, it would be the key cases. You don't need to know loads of detail, just know the name of the case, roughly what happened, and what lesson you learn from it.

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Sciences Ecology II (Environmental Science) Ecology II covers population dynamics in communities, regulation by biotic and environmental factors, island biogeography theory (covering fragmentation, extinction and colonisation), trophic web structure, field techniques, water ecology, water quality, cyanobacteria, phytoplankton, ocean fertilisation and management implications for oceans/freshwater involving nutrients and light.

Materials No essential textbook but several on the list (hint: make sure that if you buy one, get an AUSTRALIAN one so examples are not all from the US and actually flick through the book first). Krebs (Ecology) is US based and has many examples but not as much theory as I would have liked.

Morin (Community Ecology). Attiwill and Wilson (Ecology: an Australian Perspective). Begon et al (Ecology: from individuals to ecosystems). I’m not sure what the last 3 are like, but the Australian one is probably best!

Buy a textbook if you will continue on in 3rd year, but you can probably get by with borrowing from the library.

Assessment It is all in the handbook so just stick to it because pracs aren’t every week, so you will need to know which weeks you have them. Pracs are only worth approx 10% each. Field report is 30%.

Exam is 60% so remembering content and specific examples of evidence for theories is very important!

Lectures Lectures are all recorded. The first topic is sampling methods and don’t be dissuaded by its potential boredom, as it does get better. The content is generally interesting overall and if you participate in shouting out examples in class when asked, you’ll feel like you understand it more.

Lecturers are Sue Carthew, Jose Facelli, George Ganf aka GGG. GGG’s lectures are boring, but I advise you pay attention in the lectures or listen to them later because he does draw on specific examples in the exam for essay questions.

Tutorials The 3 pracs are all really boring and full of Stats. I advise not to do this

without having done Stats first year or at least are willing to just go with the flow and hope for the best - i.e. listen to the tutors! The 3 night field camp in the September holidays was fun, because I like plants, enjoy field work and was willing to put up with a few discomforts! Make sure you take insect repellent, long sleeved clothes, a rainjacket and umbrella, clipboard and more than one pair of pants. (It seems obvious, but so many people grumbled because of forecasted showers and large mosquitoes). A 3000 word report to write up, make sure you badger Jose and understand all the graphs etc before you start the report - it all needs one-on-one explanations to understand it.

Satisfaction 6 Words of Wisdom I wish I had done Statistics, because understanding ANOVA and p values is very important in all ecological field work!

Ecophysiology of Plants III You learn about water relations in plants, energy budget of leaves, the mechanisms and adaptations plants have to enable survival against environmental stresses (such as heat, light, water, UV) as well as current environmental issues affecting soils and plants (climate change, ozone, acidity, salinity and heavy metals), parasitic and mycorrhizal associations. This course is very interesting.

Materials There were a few textbooks recommended (I didn’t buy any because I couldn’t afford any at the time). Taiz & Zeiger (Plant Physiology) is very useful and was referred to in many of the lectures and provides a good background for many of the topics. Lambers (Plant Physiological Ecology) can be downloaded from the Internet (which I only realised the day of my exam). I advise that any material referenced at the end of lectures is read up on to help with pracs and understanding before you start studying for exams.

Assessment I wouldn’t want to do this course without having done Botany II, as there would be a lot of extra background work necessary if you hadn’t. A 2000 prac report is due every 2-3 weeks, which actually takes up a lot of time, especially in processing and tabulating/ graphing data, and searching for good references. We were concerned about the workload considering the decrease in units.

Lectures Lectures are recorded when the batteries worked in the microphones it’s crucial that you attend all lectures.

We had our double lecture Friday morning and prac in the afternoon, so there’s not much time in between to catch up. One lot of lectures required reading an article before which led to discussion in the lectures. Be prepared at 9am for discussion!!

Tutorials There were 3 pracs, about 2000 words, which were all difficult and required a lot of research and understanding. Each prac ran over 2 weeks, and the writeup was due 1-2 weeks later. Often I would be starting a new prac before I had finished the previous one. A 2 night camping field trip in the September holidays has a 3000 word report. The lecturers are all very helpful in pracs and allow for help out of class.

Satisfaction 7

Quantum Mechanics IIIA The course builds upon the QM learnt in 2nd year.

Materials There is a good text book which is worth buying if you can afford it. The lecture notes are good, but don’t cover everything. The text book is especially good for practice questions.

Assessment There are two tests (each max. 20%) plus exam/supp (min. 60%). If you fair the tests, don’t sweat it, the exam can count up to 100%.

Lectures Try to get Rodney Crewther to play the piano (it doesn’t take much).

Tutorials To avoid getting singled out by Crewther (which makes you feel like a dumb-ass), put time into the prep if you can. Some of the tutorial questions you might see in a test or exam.

Satisfaction 7 Words of Wisdom Not an easy subject by any means, but at least it sounds cool.

Electromagnetism and Optics III Like the title says.

Materials I mainly used the lecture notes. This was a mistake. You should probably buy the EM text book and use it as much as possible.

Assessment 3 hour exam: 70%. assignments: 30%.

Course

Lectures Murray Hamilton for EM and David Ottoway for Optics. You need to go to every single lecture - don’t miss one.

Tutorials About every two weeks, as needed.

Satisfaction 6

Computational Physics III

Astrophysics III

The course uses Fortran to use, modify and create simple computational programs.

A continuation of Astronomy I and Astrophysics II. There are two main sections: one on Cosmology and Relativity; the other on the many types of accretion.

Materials You need the text book. It’s not too expensive (Unibooks for about $100) and you need to take it into the end of year exam. It’s also a big help when doing projects.

Assessment Test: 20%. Project: 20%. Exam: 60%. It all counts.

Lectures Great lecturer. If it was anyone but Leinweber, it would be really boring, but he makes it bearable. He makes it easy to take notes and is willing to answer any question so ask up.

Tutorials There are weekly tutorials to work on mad computer skills. Once again take advantage of the tutor Peter Moran.

He’ll help fix a bug in 2 seconds that will take you 2 hours. That goes for out of tutorial times as well.

Satisfaction 8 Words of Wisdom The exam is handwritten, not on a computer, so practice programming on paper during the semester.

Materials The main thing you’ll need is the course notes. Textbooks are usually useful to get another point of view.

Assessment 60% on the end of semester exam (2 hour). 25% for assignments. 15% tutorial prep.

Lectures Lectures are not recorded. There are two lecturers: Rau Protheroe, who has great notes but just reads the notes in lectures; and Bruce Dawson is the other who has a casual and approachable nature.

Tutorials A tutorial about every second week with preparation marked.

Satisfaction 7 Words of Wisdom Like always, even if you don’t go to lectures (and here you don’t have to), still try and stay on top of the work as it builds on itself.

Words of Wisdom This subject is one of the hardest in 3rd year physics and should take up lots of time.

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