Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Alison Ziller
Contact via alison.ziller@mq.edu.au
E7A704
by appointment
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
39cp
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
Social impact assessment (SIA) is an important tool in managing regional development, planning and service delivery. This unit provides a broad overview of SIA and considers both multicultural and urban environments as the setting for SIA. The unit provides students with a set of tools relevant to stakeholders affected by development proposals that assist them to understand and express different views of the implications of an identified change such as a resource project, urban development or policy change. Using case studies, the unit develops conceptual, methodological and practical skills relevant to the government, community and private sectors.
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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:
Submission of all three assignments is required to pass the course.
Each of these assignments has a strict word limit to encourage concise and clear expression which is needed in most professional situations.
Assignments may be submitted in class on the due date. Assignments delivered before or after the due date, should be submitted to the Science Student Centre.
All written assignments must include a completed and signed coversheet stapled to the front cover. The Assignment Cover Sheet will be available: in electronic format for completion and downloading from the web); http://web.science.mq.edu.au/new_and_current_students/undergrad/assignments_and_coversheets/ or in hard copy, and available either from Science Centre or from the Department of Environment and Geography.
The student's name, student number and page number should be included on the header or footer of each page of an assignment.
Name | Weighting | Due |
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Another look at social mix | 30% | 2/9/2014 |
Scoping an assessment | 35% | 21/10/2014 |
Review of an SIA | 35% | 11/11/2014 |
Due: 2/9/2014
Weighting: 30%
Using the readings provided in the reading list for weeks 1-3 of this unit, write a short essay presenting an argument in favour of other reasons for achieving social mix.
Your paper should
You may use these points to structure your report. Your report should show that you can present a review of academic and other research material which is properly referenced and is presented with a professional reader in mind.
Due: 21/10/2014
Weighting: 35%
Scoping is arguably the most important part of any social impact assessment. It is important not to omit stakeholders but practical considerations mean you have to work out which likely stakeholder issues really matter.
This assignment asks you to consider and report on these issues with regard to a DA scenario which will be provided to you in class.
Your report should include:
1 the criteria for nominating the stakeholders/stakeholder issues that matter
2 the key stakeholders you have identified and the important demographic or other characteristic(s) of these stakeholders relevant to this DA
3 their locality relative to the issues and the development site
4 your definition of locality for this DA assessment.
Due: 11/11/2014
Weighting: 35%
You will be provided with an electronic copy of a publicly available SIA
Your task is to review the SIA with regard to its methodology and completeness.
A reading list will be provided to accompany each weekly lecture and tutorial activity.
Date |
Theme |
Topic: lecture |
5 Aug |
Key social issues for impact assessment |
1 What stands in the way of good social planning and SIA practice? |
12 Aug |
Key social issues for impact assessment |
2 Social structures: some competing frames of reference |
19 Aug |
Key social issues for impact assessment |
3 Social structures as spatial phenomena |
26 Aug |
Key social issues for impact assessment |
4 Qualitative method: pitfalls of community engagement |
2 Sept |
Introduction to SIA |
Is SIA a method? |
9 Sept |
Introduction to SIA |
Scoping and the question of locality |
16 Sept |
Contemporary social issues |
1 Licensed premises: the role of the planner |
20 Sept- 5 Oct |
Mid-semester break |
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7 Oct |
Contemporary social issues |
2 FIFO/DIDO urban impacts of mining |
14 Oct |
Contemporary social issues |
Boarding houses and the ARHSEPP |
21 Oct |
Contemporary social issues |
Mega-sporting events |
28 Oct |
Errors and ethics in SIA |
Common errors and ethical issues |
4 Nov |
SIA as a mixed method |
Using the integrated cost benefit matrix |
11 Nov |
Contemporary social issues |
Using SIA day to day
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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/
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.
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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.
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 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: