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HSTY2652: Genocide in Historical Perspective

HSTY2652: GENOCIDE IN HISTORICAL PERSPECTIVE, SEMESTER 1

2019
School School of Philosophical and Historical Inquiry
Department/Program History
Unit of Study HSTY2652 Genocide in Historical Perspective
Session Semester 1 2019

UNIT OF STUDY OUTLINE

S-21 Prison, formerly Tuol Svay Pray High School, in Phnom Penh, Cambodia (Tuol Sleng Museum of Genocide, image from
http://www.killingfieldsmuseum.com/)

Unit Coordinators
Unit coordinators are listed on undergraduate and postgraduate coursework semester timetables, and can be consulted for help with
any difficulties you may have.
Unit coordinators (as well as the Faculty) should also be informed of any illness or other misadventure that leads students to miss
classes and tutorials or be late with assignments.

Unit Coordinator Dr Marco Duranti

Location Room 851
A18 - Brennan MacCallum
The University of Sydney
NSW 2006 Australia
Email Address marco.duranti@sydney.edu.au
Phone +61 2 9036 9662
Consultation Hours By appointment

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HSTY2652: Genocide in Historical Perspective

HSTY2652 GENOCIDE IN HISTORICAL PERSPECTIVE

Unit Description
Under what conditions do genocides occur? What motivates their perpetrators? And how do societies recover from their genocidal
past? This unit traces the history of genocide across the modern era. We will compare incidents around the globe and their aftermaths
to determine how they may be related to one another.

Learning Structure
1x2hr lecture/week, 1x1hr tutorial/week
* Students should commit to spend approximately three hours’ preparation time (reading, studying, homework, essays, etc.) for every
hour of scheduled instruction.

Class Times and Locations

Lecture
Monday 12PM - 2PM , Quadrangle Building, General Lecture Theatre K2.05 A14

Tutorial
Monday 2PM - 3PM , Mackie Seminar Room 107 K01
Monday 3PM - 4PM , Mackie Seminar Room 107 K01
Monday 3PM - 4PM , Marjorie Oldfield Lecture Room (208a) A27
Monday 5PM - 6PM , Quadrangle Building, Room S227 A14
Tuesday 10AM - 11AM , Teachers College Tutorial Room 332 A22
Tuesday 11AM - 12PM , Carslaw Seminar Room 356 F07

Learning Outcomes
Description Graduate Qualities
A B C D E F
1 Think about genocide in historical and comparative terms; identify the
factors that contribute to genocide.
2 Identify problems in Australia and the world that contribute to
difficulties preventing, intervening, and reconciling cases of
genocides.
3 Develop skills in the critical analysis of social and political history, as
well as first-hand accounts of genocide; identify the central issues in
a piece of historical prose; critically assess an author's bias or
interpretive schema; articulate your ideas on genocide in verbal and
written form.
4 Develop digital literacy by applying new Text and Data Mining tools to
the study of genocide in collaboration with your classmates and
teachers.

Details of the Graduate Qualities can be found in the Appendix

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Unit Schedule HSTY2652: Genocide in Historical Perspective

Semester 1 2019
Week Week Beginning Lecture Tutorial
1 25 February Introduction NO TUTORIAL
2 4 March Defining Genocide The Concept of Genocide
3 11 March Perpetrating Genocide The Armenian Genocide
4 18 March Witnessing Genocide Ordinary Germans and the Holocaust
5 25 March Communist and Post-Communist Genocide Primo Levi in Auschwitz
6 1 April Postcolonial Genocide The Cambodian Genocide
7 8 April Indigenous Genocide The Rwandan Genocide
8 15 April NO LECTURE NO TUTORIAL
22 April Session Break
9 29 April New Digital Tools: Text and Data Mining The Genocide of Aboriginal Peoples in Australia
10 6 May Genocide and Memory Digital Tools (TDM): Cambodia and Rwanda
11 13 May Prevention, Punishment, and Reconciliation Digital Tools (TDM): Australia
12 20 May Contemporary Controversies Truth and Reconciliation in Post-Genocide Rwanda
13 27 May Conclusion / Exam Review The Genocide Debate in Australia
3 June Stuvac
10 June Exam Period
17 June Exam Period

Attendance
According to Faculty Board Resolutions, students in the Faculty of Arts and Social Sciences are expected to attend 90% of their
classes. If you attend less than 50% of classes, regardless of the reasons, you may be referred to the Examiner’s Board. The
Examiner’s Board will decide whether you should pass or fail the unit of study if your attendance falls below this threshold.
If a unit of study has a participation mark, your attendance may influence this mark.
For more information on attendance, see http://sydney.edu.au/policies/showdoc.aspx?recnum=PDOC2014/345&RendNum=0.

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Reading Requirements HSTY2652: Genocide in Historical Perspective

WEEKLY TUTORIAL READINGS

All readings are in the UNIT READER unless otherwise noted. The unit reader is available for order from the Copy Centre. You must
bring with you to tutorials a copy of the weekly tutorial readings in either print or electronic form.

Week 1: NO TUTORIAL

Week 2: The Concept of Genocide

Convention for the Prevention and Punishment of the Crime of Genocide (UN General Assembly, 9 December 1948).
Raphael Lemkin, Axis Rule in Occupied Europe (Washington, D.C.: Carnegie Endowment for International Peace, 1944), chapter 9,
parts 1 and 2.
A. Dirk Moses, ‘Raphael Lemkin, Culture, and the Concept of Genocide,’ in Donald Bloxham and Moses, eds., The Oxford Handbook of
Genocide Studies (Oxford: Oxford University Press, 2010), pp. 19-41.

Week 3: The Armenian Genocide

First-hand accounts (primary sources)
Peter Balaklan, ‘Raphael Lemkin, Cultural Destruction, and the Armenian Genocide’, Holocaust and Genocide Studies, 27:1 (Spring
2013), pp. 57-89.
Uğur Ümit Üngör, ‘Lost in Commemoration: The Armenian Genocide in Memory and Identity’, Patterns of Prejudice, 48:2 (2014), pp.
147-166.

Week 4: Ordinary Germans and the Holocaust

Christopher Browning, Ordinary Men: Reserve Police Battalion 101 and the Final Solution in Poland (New York: Harper, 1998), pp. xv-
xxii, 1-8, 38-77, 159-89.

Week 5: Primo Levi in Auschwitz

Primo Levi, Survival in Auschwitz: The Nazi Assault on Humanity [originally entitled If This is a Man] (New York: Simon & Schuster,
1996), translated from the Italian by Stuart Woolf, Preface, Chapters 1 [‘The Journey] to 9 [‘The Drowned and the Saved’], pp. 13-100.

Week 6: The Cambodian Genocide

Brigitte Sion, ‘Conflicting Sites of Memory in Post-Genocide Cambodia’, Humanity 2:1 (2011), pp. 1-21.
Stephanie Benzaquen, ‘Looking at the Tuoal Sleng Museum of Genocidal Crimes, Cambodia, on Flickr and YouTube’, Media, Culture &
Society (2014), pp. 790-809.

Week 7: The Rwandan Genocide

Luke Fletcher, ‘Turning Interahamwe: Individual and Community Choices in the Rwandan Genocide’, Journal of Genocide Research
9:1 (2007), pp. 25-48.
Adam Jones, ‘Gender and Genocide in Rwanda’, Journal of Genocide Research 4:1 (2002), pp. 65-94.

Week 8: NO TUTORIAL
Begin Week 9 readings (see below).

Week 9: The Genocide of Aboriginal Peoples in Australia

A. Dirk Moses, ed., Genocide and Settler Society: Frontier Violence and Stolen Indigenous Children in Australian History (New York:
Berghahn Books, 2004), Chapters 5, 6 and 9.
- Henry Reynolds, ‘Genocide in Tasmania?’ (Chapter 5), pp. 127-149.
- Raymond Evans, ‘“Plenty Shoot ‘Em”: The Destruction of Aboriginal Societies Along the Queensland Frontier’ (Chapter 6), pp.
150-173.
- Robert Manne, ‘Aboriginal Child Removal and the Question of Genocide, 1900-1940’ (Chapter 9), pp. 217-243.

Week 10: DIGITAL TOOLS LAB (CAMBODIA AND RWANDA)

ACTIVITY USING PROQUEST TEXT AND DATA MINING (TDM)

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Week 11: DIGITAL TOOLS LAB (AUSTRALIA) HSTY2652: Genocide in Historical Perspective

ACTIVITY USING PROQUEST TEXT AND DATA MINING (TDM)

Week 12: Truth and Reconciliation in Post-Genocide Rwanda

Pieter Hugo, ‘Portraits of Reconciliation’, New York Times Magazine, April 4, 2014.
Mark R. Amstutz, ‘Is Reconciliation Possible After Genocide?: The Case of Rwanda’, Journal of Church and State (2006), pp. 541-565.
Ari Kohen et al, ‘Personal and Political Reconciliation in Post-Genocide Rwanda’, Social Justice Research 24 (2001), pp. 85-106.

Week 13: The Genocide Debate in Australia Today

Damien Short, ‘Australia: A Continuing Genocide’, Journal of Genocide Research 12:1-2 (2010), pp. 45-68.
Noel Pearson, ‘A Rightful Place: Race, Recognition and a More Complete Commonwealth’, Quarterly Essay 55 (2014), pp. 1-72.

Online Components
This unit requires regular use of the University’s Learning Management Systems (LMS), also known as Canvas. You will need reliable
access to a computer and the internet to use the LMS. The University uses learning analytics to understand student participation on the
LMSes and improve the student learning experience.
The easiest way to access the LMS is through MyUni (click on the ‘MyUni’ link on the university home page, http://sydney.edu.au or link
directly to the service at https://myuni.sydney.edu.au/. There are icons for Canvas in the top row of the QuickLaunch window, on the left
hand side of the screen.
If you have any difficulties logging in or using the system, visit the Online Learning area of the Current Students site
(https://sydney.edu.au/students/browse.html?category=student-it-and-online-learning&topic=online-learning).
The University’s Privacy Management Plan governs how the University will deal with personal information related to the content and
use of its web sites. See http://sydney.edu.au/privacy.shtml for further details.

Lecture Recording
Most lectures (in recording-equipped venues) will be recorded and may be made available to students on the LMS. However, you
should not rely on lecture recording to substitute your classroom learning experience.

Assessment Tasks and Due Dates

Assessment Name Individual / Assessment Length Weight Due Time Due Date
Group Type
essay draft Individual Long Answer 1000wd 20% 11:59pm 11 April
/ Essay
research essay Individual Long Answer 2000wd 40% 11:59pm 23 May
/ Essay
take-home exam Individual Long Answer 1500wd 30% 11:59pm 10 June
/ Essay
tutorial participation and discussion posts Individual Attendance 10%
Participation
Online
Submission

YOUR ESSAY PROJECT

A list of essay questions will be posted on Canvas. You can also construct your own original essay topic, as long as you write an email
to your unit coordinator or tutor checking as to whether the topic is suitable.

The essay is indivisible from the other components of the unit. Make sure to apply the broader concepts and themes discussed in
lectures and tutorials to your particular essay topic.

You will be required to submit via TurnItIn both a 1,000 word essay draft and a 2,000 word final essay on one of the topics found in the
list of essay questions (found at the end of this unit outline) – or your own original topic (requires unit coordinator approval). The length
of your essay must be within 10% of the word count either way. Citations in footnotes and the bibliography are not included in the
word count.

NOTE: When you submit your work via TurnItIn, you will receive an email receipt. You must keep this receipt Last
as proof
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submission. No hardcopies will be accepted. HSTY2652: Genocide in Historical Perspective

You must attach a bibliography to both your essay draft and final essay. Review the Essay Presentation Guide, which explains when
and how to cite your sources, as well as the Essay Writing Guide. Remember to include references to specific page numbers from
your sources in your footnotes. We expect a substantial bibliography that lists primary and secondary sources you have actually
used.

Remember that some journal articles cannot be found online. In that case, you will have to locate a physical copy of the journal in
question.

How many sources should you include? As a rule of thumb, we expect you to draw on at least ten items (books, chapters from
edited books, scholarly articles). This is a major research essay. It stands to reason that in order to construct your essay draft you need
to have completed quite a lot of research. The depth and extent of your research is what you are being graded on, in addition to the
viability and originality of your project. If you list only a small handful of works (say four or five), we will conclude that you have done
minimal research and grade you accordingly. Use your common sense. Six relevant citations is a bare minimum, while at least ten is
advisable. Note, however, that the most critical thing we are looking for is not the quantity of your citations but your ability to select
appropriate resources. Aim to cite reputable scholarly sources, that is, those published by university presses or in academic journals.
To help focus your research, you should conduct library catalogue and database searches. Consult the books located in Fisher 2 hour
loan under Unit of Study in the catalogue. Links to these are provided on Blackboard. Regard Internet sources with skepticism, unless
these are reliable transcripts of primary sources.

How many primary and secondary sources should you cite? That depends on the nature of your project. Some projects will be
heavily dependent on primary source material. Others might be more historiographical or conceptual. Either type of project is
fine. Ultimately, though, you will need to read as much as necessary for you to answer the question to your satisfaction. Focus
on published sources (scholarly books and articles). Regard internet sources with scepticism unless you are assured of the
reliability of the information. You will need to refine your expertise in using the library catalogue, especially regarding database
searches for scholarly articles. Do not rely on www.google.com or www.wikipedia.com. The promiscuous use of internet sources will
reflect badly on your essay.

In this essay, we expect you to show us (and yourself) what you have learned in lectures and tutorials, not just what you have
learned over the course of your own research. We expect you to not just describe material from your sources, but
to analyse and critically engage with this material. You should put forward your own original argument in your introduction and then
compare it to arguments made by other scholars working on your topic (historiography). Make sure to avoid vagueness at all costs
and provide as many specifics as possible throughout the essay, whether this be in your descriptions, analyses or argumentation.
This tells us that you have read your sources carefully and critically.

YOUR ESSAY DRAFT

Your essay draft should be written in the same format as your essay. State the research question you are addressing and argument you
are making (thesis statement) clearly in your introduction. Always try to be as precise as possible in your argumentation, presentation
of evidence and analysis, avoiding vagueness at all costs. Address as much as possible the questions and themes we have been
discussing in lectures and tutorials in relation to the phenomenon you are investigating.

The point of the essay draft is to convince a grader that you have a viable and interesting approach to a question. Graders are unlikely
to know much about the subject you are discussing, or to have read the books that you are citing. You should thus explain, succinctly
but explicitly, the nature of your sources and why they are relevant for your project. You need to place your argument within the context
of existing secondary literature relating to your topic. Your aim should be to do more than describe the focus of this literature. Rather,
take the time to skim each work so that you can identify major debates in the field, points of agreement and contention among scholars,
differences in approach and method, etc.

It stands to reason that in order to construct your essay draft you need to have completed quite a lot of research. The depth and extent
of your research is what you are being graded on, in addition to the viability and originality of your project. It does not matter if the
arguments you present in your essay draft are significantly different than from those in your final essay. Nor does it matter if you decide
to include different sources at a later date. Occasionally, students realize after completing a draft that, in fact, they want to be working
on a different theme or topic altogether. This is all fine.

You can reuse as much of your essay draft for this unit as wish in your final essay for this unit, as long as you take into account
the critiques and suggestions made on your essay draft. Do not recycle essays that you wrote in other units of study. However, you can
write an essay on a theme related to another essay topic you have worked on, as long as you are drawing on new sources, make new
arguments, avoiding duplicating passages and tailoring your essay to this unit of study. If unsure, consult the academic honesty
resources online.

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THE TAKE HOME EXAM HSTY2652: Genocide in Historical Perspective

You will submit via Turnitin a 1,500 word take home exam answering a question that draws on material from the lectures, tutorials, and
readings. The exam questions will be circulated in Week 12 and the final lecture in Week 13 will include an exam review.

The deadline is strict. We will not accept any exams after the due date unless you have received a Special Consideration or Disability
Services extension.

You must submit this take-home exam via Turnitin. You are allowed a 10% margin on the word count. The length of the take home
exam should be no less than 1,350 words and no more than 1,650 words.

Your take-home exam should be structured like a standard history essay, with an introduction in which you clearly state your answer,
followed by arguments and examples drawn from the unit materials. The criteria for marking the exam are the same as those for an
essay, including an evaluation of the originality of your argumentation and analysis. Present specific examples and make concrete
points rather than fall back on vague generalities.

You must provide examples from a wide array of both lectures and tutorial readings. You are required at a minimum to cite examples
from at least five lectures and five tutorial readings. Do not draw on materials other than those found in the lectures and tutorial
readings. The point of the exam is for you to comment on the material we have discussed in lectures and tutorials, not to draw on
knowledge that you have gained from elsewhere. A sophisticated response will draw comparisons between a variety of topics we have
studied in this unit, take into consideration a broad spectrum of historical factors and sources, and consider possible objections and
counter-examples.

Do not recycle your research essay. Your exam answer should not duplicate the work that you did for your essay project. This includes
examples, arguments, and wording from your research essay. Choose a question that allows you to say something different than what
you wrote in your essay. Remember that Turnitin checks all submissions for originality.

You should use footnotes in the exam when drawing on examples from the readings. You do not need to use all of the publication
information for the readings as long as you specify the author of the reading in the footnote. You do not need to use footnotes for
examples from the lectures. Your footnotes are not included in the word count. Do not include a bibliography.

WEEKLY DISCUSSION POSTS

Beginning in Week 3:

By Monday 10am each week, you are required to submit a discussion post online (using Canvas) on the specifics of that week's tutorial
readings. Your post can take the form of summaries, observations, critiques, or questions. The aim is to show that you've critically read
the journal articles and book excerpts in question. There is no minimum or maximum word count for each post, and you can write in an
informal manner if you wish.

You are not marked on the quality of your discussion posts. Each post is awarded either zero points or one point, depending on
whether you submitted that week. In other words, you will receive full marks as long as you post every week in advance of tutorial.

ABSENT FAILS

Please note that students are at risk of receiving a final mark of Absent Fail if they either
- do not attend at least half of their weekly tutorials
- do not submit the major assessment tasks (essay draft, final essay, exam)

Assessment Criteria
This unit uses standards-based assessment for award of assessment marks. Your assessments will be evaluated solely on the basis of
your individual performance
General advice on grade descriptors are available on the University of Sydney Current Students website: https://sydney.edu.au
/students/guide-to-grades.html

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Submission of Assessments HSTY2652: Genocide in Historical Perspective

Anonymous Marking
From March 2018, the Faculty of Arts and Social Sciences will require students to identify themselves on their written assessments
tasks by SID (student identification number) only, as per the Assessment Procedures 2011. This includes cover sheets and document
headers.

Compliance Statements
All students are required to submit an authorised statement of compliance with all work submitted to the University for assessment,
presentation or publication. A statement of compliance certifies that no part of the work constitutes a breach of the Academic Honesty
in Coursework Policy 2016.
The format of the compliance statement will be in the form of:
a. a University assignment cover sheet; or
b. a University electronic form.

Assessment Submission
Work not submitted on or before the due date is subject to a penalty of 5% per calendar day late. If work is submitted more than 10
days after the due date, or is submitted after the return date, the mark will be 0.
Details of the Faculty Resolutions and Provisions regarding late work:
Undergraduate:
http://sydney.edu.au/handbooks/arts/rules/faculty_resolutions_arts.shtml
Postgraduate Coursework:
http://sydney.edu.au/handbooks/arts_PG/rules/faculty_resolutions_arts.shtml

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Academic Dishonesty and Plagiarism HSTY2652: Genocide in Historical Perspective

Academic honesty is a core value of the University, so all students are required to act honestly, ethically and with integrity. This means
that the University is opposed to and will not tolerate academic dishonesty or plagiarism, and will treat all allegations of academic
dishonesty and plagiarism seriously. The consequences of engaging in plagiarism and academic dishonesty, along with the process by
which they are determined and applied, are set out in the Academic Honesty in Coursework Policy 2015. You can find these documents
University Policy Register at http://sydney.edu.au/policies (enter “Academic Honesty” in the search field).

Definitions
According to the Policy, plagiarism means representing another person’s work (i.e., ideas, findings or words) as one’s own work by
presenting, copying or reproducing it without appropriate acknowledgement of the source. Academic dishonesty means seeking to
obtain or obtaining academic advantage for oneself or others (including in the assessment or publication of work) by dishonest or unfair
means. Academic dishonesty includes, but is not limited to:
Resubmission (or recycling) of work that is the same, or substantially the same as work previously submitted for assessment in the
same or in a different unit of study. Every unit of study expects each student to produce new material based upon research
conducted in that unit;
Dishonest plagiarism;
Engaging another person to complete or contribute to an assessment in your place; and
Various forms of misconduct in examinations (including copying from another student and taking prohibited materials into an
examination venue).

Academic Honesty Education Module (AHEM)

As set out in the Academic Honesty in Coursework Policy 2015, all students commencing their study at the University of Sydney are
required to complete the Academic Honesty Education Module (AHEM).
From February 2018, AHEM will be located in the open section of Canvas. It should take less than one hour to finish. You need not do
the module all at once, however, it must be completed by 31 March for Semester 1 and 31 August for Semester 2. Students who do not
complete the entire module by the end of that session will be required to start over.
For further information on academic integrity, check the Academic dishonesty and plagiarism webpage.

Use of Similarity Detection Software

Students should be aware that Assignments submitted in this unit of study may be submitted to similarity detection software. This
software searches for matches between text in your written assessment task and text sourced from the Internet, published works, and
assignments that have previously been submitted for analysis.
There will always be some degree of text-matching when using this software. Text-matching may occur in use of direct quotations,
technical terms and phrases, or the listing of bibliographic material. This does not mean you will automatically be accused of academic
dishonesty or plagiarism, although this software reports may be used as evidence in academic dishonesty and plagiarism decision-
making processes. Further information about this software is available at http://sydney.edu.au/students/academic-dishonesty-and-
plagiarism/detecting-and-reporting-academic-dishonesty.html.

Special Consideration
Students can apply for Special Consideration for serious illness or misadventure. An application for special consideration does not
guarantee the application will be granted.
Further information on applying for special consideration is available at https://sydney.edu.au/students/special-consideration.html.

Other Policies and Procedures Relevant to this Unit of Study

The Faculty’s Student Administration Manual is available for reference here http://sydney.edu.au/arts/students/. Most day-to-day issues
you encounter in the course of completing this Unit of Study can be addressed with the information provided in the Manual. It contains
detailed instructions on processes, links to forms and guidance on where to get further assistance.

Your Feedback is Important

The Unit of Study Survey

The University conducts an online survey for units of study every semester. You will be notified by email when the survey opens. You
are encouraged to complete the survey to provide important feedback on the unit just before the end of semester. You can complete
the survey at http://www.itl.usyd.edu.au/surveys/complete

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HSTY2652: Genocide in Historical Perspective

How Student Feedback has been used to develop this Unit of Study
Past student feedback has had a significant impact on
- the structure of the unit as a whole, which now balances chronology and geography, opening with a discussion of Europe and the
Near East, then moving on to Asia and the Americas, before concluding with Australia's past and present
- the readings, which now comprise a greater variety of sources, such as Holocaust survivor and perpetrator testimony and
photography taken in Cambodia, Rwanda, and Turkey

Staying on Top of Your Study

The Learning Centre offers workshops in Academic Reading and Writing, Oral communications Skills, Postgraduate Research Skills,
Honours, masters Coursework Program, Studying at University, and Workshops for English Language and Learning. Further
information about The Learning Centre can be found at http://sydney.edu.au/stuserv/learning_centre/.
The Write Site provides online support to help you develop your academic and professional writing skills. All University of Sydney staff
and students who have a UniKey can access the WriteSite at http://writesite.elearn.usyd.edu.au/.
The FASS Writing Support for Coursework hass a wide range of programs at both Undergraduate and Postgraduate levels that
focus on writing across the curriculum. The Writing Hub offers drop-in sessions to assist students with their writing in a one-to-one
setting. These sessions are an opportunity for you to receive individualised feedback on your essay drafts, outlines, arguments and
ideas. No appointment is necessary, or students can book an appointment online. This service is free of charge to all FASS students
and/or all students enrolled in WRIT units.
Drop-in hours: Weeks 4-13 each semester, excluding non-instruction weeks, Monday/Tuesday/Wednesday and Thursdays from
10am-5pm
Location: The Writing Hub (329) Old Teachers College (A22):
Make an online booking here
Pastoral and academic support for Aboriginal and Torres Strait Islander students is provided by the STAR Team in Student
Support services, a dedicated team of professional Aboriginal people able to respond to the needs of students across disciplines. The
STAR team can assist with tutorial support, mentoring support, cultural and pastoral care along with a range of other services. More
information about support for Aboriginal and Torres Strait Islander students can be found at http://sydney.edu.au/current_students
/student_services/indigenous_support.shtml.
Free online Library tutorials are available at http://sydney.edu.au/library/skills, with one designed especially for students studying in
the Humanities and Social Sciences at http://libguides.library.usyd.edu.au/.

Other Support Services

Disability Services is located on Level 5, Jane Foss Russell Building G02; contact 8627 8422 or email
disability.services@sydney.edu.au. For further information, visit their website at http://sydney.edu.au/stuserv/disability/.
Counselling and Psychological Services (CAPS) are located on Level 5, Jane Foss Russell Building G02; contact 8627 8433 or
email caps.admin@sydney.edu.au. For further information, visit their website at http://sydney.edu.au/current_students/counselling/.
International Student Services are located on Level 3 of the Jane Foss Russell Building G02. You can call the office on 1800 SYD
UNI (1800 793 864) or +61 2 8627 1444. For Further information, visit http://sydney.edu.au/study/academic-support/support-for-
international-students.html.
Student Representative Council (SRC) are located on Level 1, Wentworth Building G01; contact them on 9660 5222 or email
help@src.usyd.edu.au. For further information, visit their website at http://srcusyd.net.au/.
Sydney University Postgraduate Representative Association (SUPRA) are located on Level 2, Holme Building A09; 9351 3715 or
toll free within Australia on 1800 249 950 or email admin@supra.usyd.edu.au. For further information, visit their website at
http://www.supra.net.au.
Bullying, harassment, discrimination or sexual assault
If you have experienced bullying, harassment, discrimination or sexual assault, you can make a formal complaint through the Student
Affairs Unit here: http://sydney.edu.au/student_affairs/complaints/index.shtml, or by calling 1800SYDHLP. Sexual assault is a crime,
and you have the right to report it to police: call 000 or visit your nearest police station to make a formal complaint. You can also make
an anonymous crime report online here: https://www1.police.nsw.gov.au/mobile/cs.aspx. If you have experienced sexual harassment or
assault and require advice, or you know someone who has, you can call NSW Rape Crisis Centre (1800 424 017) 24 hours a day. The
NSW Rape Crisis Centre also provides counselling online at http://www.nswrapecrisis.com.au/. There is a Sexual Assault Clinic at RPA
Hospital, which provides medical care and counselling. Call 9515 9040 for more info.

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HSTY2652: Genocide in Historical Perspective, Semester 1 2019... https://sydney.edu.au/arts/system/uosOutline/preview/#/HSTY_...

HSTY2652: Genocide in Historical Perspective

APPENDICES

Graduate Qualities
Graduate Qualities
A Depth of disciplinary expertise
B Broader skills
critical thinking and problem
solving
communication (oral and written)
information/digital literacy
inventiveness
C Cultural Competence
D Interdisciplinary effectiveness
E An integrated professional, ethical
and personal identity
F Influence
Purpose
To excel at applying and continuing to develop expertise in the graduate's chosen discipline
or disciplines.
To increase the impact of expertise, and to learn and respond effectively and creatively to
novel problems and opportunities.
To work productively, collaboratively and openly in diverse groups and across cultural
boundaries.
To work effectively in interdisciplinary (including inter-professional) settings and to build
broader perspective, innovative vision, and more contextualised and systemic forms of
understanding.
To build integrity, confidence and personal resilience, and the capacities to manage
challenge and uncertainty.
To be effective in exercising professional and social responsibility and making a positive
contribution to society.

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