Unit convenor and teaching staff |
Unit convenor and teaching staff
Charles Knight
Convener
Gai Ramesh
Glenn Diesen
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
This unit examines Australia's security in the Indo-Pacific region. It begins with an overview of changing strategic trends in the region, particularly the simultaneous rise of China and India and debates America's role in the Indo-Pacific in the twenty-first century. It then situates Australia in the region as a middle power with wide-ranging interests in regional security and stability. The unit then focuses on the range of non-traditional challenges which affect regional security in the Indo-Pacific and the institutions which exist to manage them. Finally, the unit examines the strategies employed by significant regional actors which influence Australia's prosperity and security in the twenty first century.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Name | Weighting | Due |
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Issue Briefing | 10% | Week 4 |
Essay | 40% | Week 10 |
Non-Invigilated Exam | 30% | Week 12 |
Quiz | 20% | Week 13 |
Due: Week 4
Weighting: 10%
The issue brief is a 5 min vodcast. You are required to first prepare a brief and then record yourself speaking to camera.
The topic of the brief is; ‘Past Danger and Opportunity in the Indo-pacific’ for Australian Security since 1901. You are to choose and prepare a brief on what you consider to be;
(PLEASE NOTE: choose only ONE heading)
Outline the following in your brief;
Due: Week 10
Weighting: 40%
The essay is a set question on the theme of 'Drivers of Danger and Opportunity in the Indo-Pacific'.
You will be allocated a choice of two questions in Week 7.
The two questions will be from five that are already set. During weeks 3-7 (inclusive) in your workshop session you will discuss each of these five different set question and prepare an outline essay structure. Therefore the actual set essay will be on a question you have already discussed in an online forum (for external students) and a workshop for (internal students) and prepared an outline for in advance.
The essay asks you to identify and describe major drivers of danger and opportunity for a particular context, discuss how they may operate and provide supporting evidence for your choice.
Due: Week 12
Weighting: 30%
Non-Invigilated Exam - 1500 words
Theme; "Future Danger and Opportunity" in the Indo-Pacific.
Part 1; You are to prepare an analytic brief using one or more analytic tools as practised in the workshop sessions, for example a stakeholder analysis for a Regional crisis and/or a '4-way scenario analysis of the possible outcome.
Part 2; You are to provide 1500 words (or equivalent) of explanation of your analysis in the form of 'speaker notes'.
Due: Week 13
Weighting: 20%
The online quiz is based on the 'Indo-pacific Challenge' or 'Reading Game' -
Quiz Part 1 - Engagement and quiz generation = 10% of mark
You are marked for engagement by asking and answering questions relevant to each weeks theme. Full marks will be awarded for creating one satisfactory question and answering 5 questions every week for all 13 weeks.
Quiz Part 2 - 20 questions + 10% of mark
The 20 set questions will be selected by the convenor from amongst the most highly rated questions created in the Indo-pacific Challenge. The questions will therefore all have been published previously.
Unit material will be delivered in several forms
Module workshops will be delivered face-to-face on campus and in a virtual forum for online students. In addition to explanatory videos, students will be provided with notesheets and worksheets as required.
UNIT REQUIREMENTS AND EXPECTATIONS
REQUIRED READINGS
TECHNOLOGY USED AND REQUIRED
SUBMITTING ASSESSMENT TASKS
LATE SUBMISSION OF ASSESSMENT TASKS
WORD LIMITS FOR ASSESSMENT TASKS
REASSESSMENT OF ASSIGNMENTS DURING THE SEMESTER
Macquarie University operates a Grade Appeal Policy in cases where students feel their work was graded inappropriately (http://mq.edu.au/policy/docs/gradeappeal/policy.html). This process involves all assignments submitted for that unit being reassessed. However, in exceptional cases students may request that a single piece
Module 1 - Introduction to the Unit and Topic: There Goes the Neighbourhood - (the Region is Changing and Aussies are not: Mind the gap!)
Module 2 – Strategic Trends in the Indo-Pacific - (How did we get here?)
Module 3 - The Promise and Peril of Simultaneous Rise (India and China in parallel)
Module 4 - the US as Offshore Balancer (What is the US role?)
Module 5 - Pivotal Powers in the Indo Pacific (The other important players)
Module 6 - Territorial Disputes and Regional Flashpoints (Where might it all go wrong?)
Module 7 - Fragile States and Regional Instability (Why the little guys matter?)
Module 8 - Australia Looks North (How have we understood ourselves in the past?)
Module 9 – A Larger Australia? (Where do we think we are headed?)
Module 10 - The Indo Pacific as a Regional Security Complex (Why the Region is difficult to predict?)
Module 11 - Multilateral Institutions in Asia (What are the institutions and what do they do?)
Module 12 - Access to Sea Lines of Communication (Why do sea lanes matter?)
Module 13 - Conclusion: Danger and Opportunity in The Indo Pacific (What is out there?)
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Grievance Management Policy http://mq.edu.au/policy/docs/grievance_management/policy.html
Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
For help with University computer systems and technology, visit http://informatics.mq.edu.au/help/.
When using the University's IT, you must adhere to the Acceptable Use Policy. The policy applies to all who connect to the MQ network including students.
Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.
This graduate capability is supported by:
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by:
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
This graduate capability is supported by:
We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.
This graduate capability is supported by:
Date | Description |
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08/07/2015 | Delivery and Resources section in line with PICT |