English

The course provides the fundamental theory for the design and analysis of (pseudo-) homogeneous chemical reactors. It considers ideal isothermal and non-isothermal reactor systems, and reactors involving non-ideal flow. Students learn to describe batch, semi-batch, and continuous reactor operation; homogeneous, and heterogeneous reactors; and ideal and non-ideal flow models. 

This course examines what is creativity; what is entrepreneurship; and why do they matter. In this course, students will identify, analyze and propose a solution to a meaningful unsolved problem in the world for an identified market segment. The course runs in an experiential mode, and you will form multidisciplinary teams to tackle their chosen problem, guided by entrepreneurship mentors and UNSW alumni who are running their own startup. Practical tools and protocols will be introduced for critically developing solution concepts, performing competitive analyses, building mindsets, skills, creativity and problem-solving, motivating and developing others, networking, building effective cross-disciplinary teams, designing experiments to validate concepts and rapid prototyping. Students will then learn pitching and visual and graphic design skills, learning how to communicate influentially.

This course invites students to do a thorough reflection on what it means to be an educated human being. Starting from the classical concept of the artes liberales, it explores the different forms this concept has taken on throughout Western history, such as the humanistic ideal of the "homo universalis," the 19th century concept of Bildung, and the late 20th and 21st-century ideal of "global citizenship." The course also examines the most important challenges which liberal education has faced throughout its long history: e.g. utilitarianism (Plato against the sophists), scholasticism (Lorenzo Valla’s critique of medieval "obscurantism"), and the challenge posed by the 19th-century concept of "professional science." Moreover, the course explores the surprising ways in which ideals of liberal education have spread by means of literature, e.g. through the "Bildungsroman" (H. Hesse), the "epic theatre" (Bertolt Brecht) and even the modern detective (Sherlock Holmes). Lastly, the course invites students to write a conclusive statement on the value of liberal education by asking students to rethink how liberal education has formed their character in previous years and how it is likely to bear on life choices that are upcoming in the future.

This course covers global wine economics and the economy of sparkling wines and champagne. Topics include production potential, shipments and sales, strategies and economic models, marketing strategy and packaging, and the future of the industry.

Upon completion of the course, students are able to …..

1.. understand and apply key concepts and ideas relating to food and nutrition from a social science/human geography approach.
2.. understand and analyze food issues from a relational perspective, in terms of both its geographical dimensions as well as systems thinking.
3.. understand food as a contested domain, and being able to identify and analyze major issues of social justice and sustainability relating to food.
4. reflect critically on social and geographical issues of food, and develop and communicate an informed argument about them (academic skills).
5. apply a set of specific analytical tools with respect to food and nutrition issues.