CC78 - Graduate Certificate in Fatigue Risk Management

Examples are:

• Comply with academic and non-academic policies and procedures such as CQUniversity’s 'Student Conduct Policy and Procedure', 'Assessment Policy and Procedure (Higher Education Coursework)' and 'Student Academic Integrity Policy and Procedure'.
• Demonstrating respect for cultural and professional diversity as well as individual differences and capacities in the safety science environment.
• Treating personal information obtained in the professional environment as private and confidential.

Examples are:

• Successfully processing your own emotions and behaviour when dealing with stressful situations that can arise in the safety science environment.
• Maintaining behavioural stability through successfully distinguishing your own personal behaviours, experiences and emotions from others and situations in a professional setting.
• Being reflective with personal behaviours appropriate to professional performance and being positive and receptive to processing constructive supervisor/lecturer/peer feedback or criticism.

Examples are:

• Complying with university and workplace policy with the use of social media, online discussion forums, email and other electronic forms of communication.
• Complying with the relevant workplace policies and practices including relevant OHS legislative requirements pertaining to the safety science environment.
• Complying with the policies and practices of organisations in which you may be placed or find employment.

Examples are:

• Verbally communicating in English your safety science knowledge with accuracy, appropriateness and effectiveness in a wide variety of contexts.
• Actively participating in discussion and course activities with appropriate use and command of language to the context.
• Using language that is appropriate to the context of the individual, group or workplace.
• Establishing rapport with all stakeholders in the delivery of safety science practice and responding appropriately to stakeholders and other professionals.
• Using appropriate facial expressions, body movements and gestures, being mindful of space boundaries.
• Recognising and interpreting on-verbal cues of others and responding appropriately during activities related to the course and in professional practice.
• Adopting non-threatening body language during challenging and/or stressful situations with others.
• Competently and appropriately producing written assessment work in a logical, coherent manner, and with correct grammar and punctuation to the required academic standards.
• Expressing complex and detailed information and knowledge in logical and legible formats, in a timely manner that meets professional standards and clearly communicates the intended message.
• Accurately conveying and documenting information in a written form to develop and execute a case of cohesive argument that meets academic, professional and safety science practice requirements.
• Competently using a desktop operating system such as Microsoft Windows or Mac OS X.
• Having access to a computer and having sufficient computer skills to engage in on-line learning, reading, initiating and responding to emails and other forms of electronic communication, and completing relevant assessments for the course. This includes being able to regularly access the Internet for coursework and research.
• Competently using productivity software such as Microsoft Office, and operate associated electronic technologies such as (but not limited to) digital scanners, cameras and video cameras, a tablet computer or a mobile phone in the contemporary academic, professional and transport and safety science practice requirements.
• Analysing, manipulating and displaying scientific information using a variety of specific programs.

Examples are:

• Conceptualising and using appropriate knowledge and evidence in response to academic assessment items and in the professional practice with organisations in which you may be placed or find employment.
• Completing academic learning activities and assessment tasks, and performing professional skills within reasonable set time-frames.
• Constructing written text proficiently, in English, using appropriate vocabulary, correct grammar and conventions of speech, including being able to paraphrase, summarise and reference in accordance with appropriate academic and professional conventions.
• Competently reading, writing and accurately interpreting information to convey language effectively in a professional setting.
• Completing documentation that is accurate, clear and concise.
• Demonstrating competency in applying mathematics knowledge and numeracy skills to accurately read and interpret various measurements.
• Demonstrating effective use of mathematics knowledge and numeracy skills in the application of safety science practice.
• Demonstrating competency in manipulating and analysing numerical data.

Examples are:

• Having sufficient visual acuity to accurately measure and assess.
• Having sufficient visual acuity to work in a team-based safety science environment.
• Having sufficient visual acuity to identify hazards to self and others.
• Perceiving fine detail on a computer screen and/or mobile/portable device.
• Discerning an object from its background.
• Having sufficient auditory capacity to hear verbal communication from other professionals in safety science practice.
• Having sufficient auditory capacity to work in a team-based safety science environment where verbal and non-verbal communication is essential to practice.
• Having sufficient auditory capacity to capture auditory warning circumstances, movements or signals where other senses may not detect such stimuli.
• Interacting with a computer through input devices such as a mouse or keyboard.
• Interacting with mobile devices through inputs such as buttons and a touchscreen.
• Interacting with the physical environment.

Examples are:

• Rapidly building rapport with people from all walks of life within a variety of safety science professional contexts.

Examples are:

• Reflecting critically on topics taught during the course.
• Identifying when a practice issue is outside one's scope or expertise and being able to reflect and learn from this experience.
• Identifying when one's practice may be negatively affected by personal experience and/or reactions and be able to reflect and learn from this experience.
• Reflecting on situations that may be difficult and sensitive.
• Identifying, reflecting and learning from successful situations as well as opportunities for improvement.

Examples are:

• Actively participating safely and effectively in intensive safety science tasks that require sustained levels of physical energy and concentration over a long duration.
• Actively participating in a variety of safety science tasks in both indoor and outdoor environments.

Examples are:

• Incorporating a range of gross motor skills while participating effectively in activities related to safety science practice.
• Moving with ease while undertaking activities related to safety science practice.
• Working safely and effectively in a variety of physical environments applicable to safety science practice.
• Using a variety of fine motor skills in various safety science activities.
• Interacting with a computer through input devices such as a mouse or keyboard.
• Interacting with mobile devices through inputs such as buttons and a touchscreen.

Examples are:

• Relating positively and communicating with a wide variety of colleagues and stakeholders in the professional environment.
• Creating and maintaining rapport, empathy and at times using diplomacy to ensure effective working relationships and outcomes with colleagues and stakeholders.
• Being highly consultative in the processes of creating and sustaining effective working relationships and outcomes with colleagues and stakeholders.
• Creating cultural competence, sensitivity and willingness to work with a vast array of people in the community.

Examples are:

• Competently using a desktop operating system such as Microsoft Windows or Mac OS X.
• Having access to a computer and having sufficient computer skills to engage in on-line learning, reading, initiating and responding to emails and other forms of electronic communication, and completing relevant assessments for the course.
• Regularly accessing the Internet for coursework and research.
• Competently using productivity software such as Microsoft Office and operating associated electronic technologies such as (but not limited to) digital scanners, cameras and video cameras, a tablet computer or a mobile phone in the contemporary academic, professional and safety science practice requirements.
• Analysing, manipulating and displaying scientific information using a variety of specific programs and applications.

Examples are:

• Complying with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Charter, Student Misconduct Policy and Student Behavioural Misconduct Procedures and Assessment Policy and Procedure (Higher Education Coursework).
• Demonstrating respect for cultural and professional diversity as well as individual differences and capacities in the safety science environment.
• Treating personal information obtained in the professional environment as private and confidential.

Examples are:

• Successfully processing your own emotions and behaviour when dealing with stressful situations that can arise in the safety science environment.
• Maintaining behavioural stability through successfully distinguishing your own personal behaviours, experiences and emotions from others and situations in a professional setting.
• Being reflective with personal behaviours appropriate to professional performance and being positive and receptive to processing constructive supervisor/lecturer/peer feedback or criticism.

Examples are:

• Complying with university and workplace policy with the use of social media, online discussion forums, email and other electronic forms of communication.
• Complying with the relevant workplace policies and practices including relevant OHS legislative requirements pertaining to the safety science environment.
• Complying with the policies and practices of organisations in which you may be placed or find employment.

Examples are:

• Verbally communicating in English your safety science knowledge with accuracy, appropriateness and effectiveness in a wide variety of contexts.
• Actively participating in discussion and course activities with appropriate use and command of language to the context.
• Using language that is appropriate to the context of the individual, group or workplace.
• Establishing rapport with all stakeholders in the delivery of safety science practice and responding appropriately to stakeholders and other professionals.
• Using appropriate facial expressions, body movements and gestures, being mindful of space boundaries.
• Recognising and interpreting on-verbal cues of others and responding appropriately during activities related to the course and in professional practice.
• Adopting non-threatening body language during challenging and/or stressful situations with others.
• Competently and appropriately producing written assessment work in a logical, coherent manner, and with correct grammar and punctuation to the required academic standards.
• Expressing complex and detailed information and knowledge in logical and legible formats, in a timely manner that meets professional standards and clearly communicates the intended message.
• Accurately conveying and documenting information in a written form to develop and execute a case of cohesive argument that meets academic, professional and safety science practice requirements.
• Competently using a desktop operating system such as Microsoft Windows or Mac OS X.
• Having access to a computer and having sufficient computer skills to engage in on-line learning, reading, initiating and responding to emails and other forms of electronic communication, and completing relevant assessments for the course. This includes being able to regularly access the Internet for coursework and research.
• Competently using productivity software such as Microsoft Office, and operate associated electronic technologies such as (but not limited to) digital scanners, cameras and video cameras, a tablet computer or a mobile phone in the contemporary academic, professional and transport and safety science practice requirements.
• Analysing, manipulating and displaying scientific information using a variety of specific programs.

Examples are:

• Conceptualising and using appropriate knowledge and evidence in response to academic assessment items and in the professional practice with organisations in which you may be placed or find employment.
• Completing academic learning activities and assessment tasks, and performing professional skills within reasonable set time-frames.
• Constructing written text proficiently, in English, using appropriate vocabulary, correct grammar and conventions of speech, including being able to paraphrase, summarise and reference in accordance with appropriate academic and professional conventions.
• Competently reading, writing and accurately interpreting information to convey language effectively in a professional setting.
• Completing documentation that is accurate, clear and concise.
• Demonstrating competency in applying mathematics knowledge and numeracy skills to accurately read and interpret various measurements.
• Demonstrating effective use of mathematics knowledge and numeracy skills in the application of safety science practice.
• Demonstrating competency in manipulating and analysing numerical data.

Examples are:

• Having sufficient visual acuity to accurately measure and assess.
• Having sufficient visual acuity to work in a team-based safety science environment.
• Having sufficient visual acuity to identify hazards to self and others.
• Perceiving fine detail on a computer screen and/or mobile/portable device.
• Discerning an object from its background.
• Having sufficient auditory capacity to hear verbal communication from other professionals in safety science practice.
• Having sufficient auditory capacity to work in a team-based safety science environment where verbal and non-verbal communication is essential to practice.
• Having sufficient auditory capacity to capture auditory warning circumstances, movements or signals where other senses may not detect such stimuli.
• Interacting with a computer through input devices such as a mouse or keyboard.
• Interacting with mobile devices through inputs such as buttons and a touchscreen.
• Interacting with the physical environment.

Examples are:

• Rapidly building rapport with people from all walks of life within a variety of safety science professional contexts.

Examples are:

• Reflecting critically on topics taught during the course.
• Identifying when a practice issue is outside one's scope or expertise and being able to reflect and learn from this experience.
• Identifying when one's practice may be negatively affected by personal experience and/or reactions and be able to reflect and learn from this experience.
• Reflecting on situations that may be difficult and sensitive.
• Identifying, reflecting and learning from successful situations as well as opportunities for improvement.

Examples are:

• Actively participating safely and effectively in intensive safety science tasks that require sustained levels of physical energy and concentration over a long duration.
• Actively participating in a variety of safety science tasks in both indoor and outdoor environments.

Examples are:

• Incorporating a range of gross motor skills while participating effectively in activities related to safety science practice.
• Moving with ease while undertaking activities related to safety science practice.
• Working safely and effectively in a variety of physical environments applicable to safety science practice.
• Using a variety of fine motor skills in various safety science activities.
• Interacting with a computer through input devices such as a mouse or keyboard.
• Interacting with mobile devices through inputs such as buttons and a touchscreen.

Examples are:

• Relating positively and communicating with a wide variety of colleagues and stakeholders in the professional environment.
• Creating and maintaining rapport, empathy and at times using diplomacy to ensure effective working relationships and outcomes with colleagues and stakeholders.
• Being highly consultative in the processes of creating and sustaining effective working relationships and outcomes with colleagues and stakeholders.
• Creating cultural competence, sensitivity and willingness to work with a vast array of people in the community.

Examples are:

• Competently using a desktop operating system such as Microsoft Windows or Mac OS X.
• Having access to a computer and having sufficient computer skills to engage in on-line learning, reading, initiating and responding to emails and other forms of electronic communication, and completing relevant assessments for the course.
• Regularly accessing the Internet for coursework and research.
• Competently using productivity software such as Microsoft Office and operating associated electronic technologies such as (but not limited to) digital scanners, cameras and video cameras, a tablet computer or a mobile phone in the contemporary academic, professional and safety science practice requirements.
• Analysing, manipulating and displaying scientific information using a variety of specific programs and applications.

Examples are:

• Complying with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Charter, Student Misconduct Policy and Student Behavioural Misconduct Procedures and Assessment Policy and Procedure (Higher Education Coursework).
• Demonstrating respect for cultural and professional diversity as well as individual differences and capacities in the safety science environment.
• Treating personal information obtained in the professional environment as private and confidential.

Examples are:

• Successfully processing your own emotions and behaviour when dealing with stressful situations that can arise in the safety science environment.
• Maintaining behavioural stability through successfully distinguishing your own personal behaviours, experiences and emotions from others and situations in a professional setting.
• Being reflective with personal behaviours appropriate to professional performance and being positive and receptive to processing constructive supervisor/lecturer/peer feedback or criticism.

Examples are:

• Complying with university and workplace policy with the use of social media, online discussion forums, email and other electronic forms of communication.
• Complying with the relevant workplace policies and practices including relevant OHS legislative requirements pertaining to the safety science environment.
• Complying with the policies and practices of organisations in which you may be placed or find employment.

Examples are:

• Verbally communicating in English your safety science knowledge with accuracy, appropriateness and effectiveness in a wide variety of contexts.
• Actively participating in discussion and course activities with appropriate use and command of language to the context.
• Using language that is appropriate to the context of the individual, group or workplace.
• Establishing rapport with all stakeholders in the delivery of safety science practice and responding appropriately to stakeholders and other professionals.
• Using appropriate facial expressions, body movements and gestures, being mindful of space boundaries.
• Recognising and interpreting on-verbal cues of others and responding appropriately during activities related to the course and in professional practice.
• Adopting non-threatening body language during challenging and/or stressful situations with others.
• Competently and appropriately producing written assessment work in a logical, coherent manner, and with correct grammar and punctuation to the required academic standards.
• Expressing complex and detailed information and knowledge in logical and legible formats, in a timely manner that meets professional standards and clearly communicates the intended message.
• Accurately conveying and documenting information in a written form to develop and execute a case of cohesive argument that meets academic, professional and safety science practice requirements.
• Competently using a desktop operating system such as Microsoft Windows or Mac OS X.
• Having access to a computer and having sufficient computer skills to engage in on-line learning, reading, initiating and responding to emails and other forms of electronic communication, and completing relevant assessments for the course. This includes being able to regularly access the Internet for coursework and research.
• Competently using productivity software such as Microsoft Office, and operate associated electronic technologies such as (but not limited to) digital scanners, cameras and video cameras, a tablet computer or a mobile phone in the contemporary academic, professional and transport and safety science practice requirements.
• Analysing, manipulating and displaying scientific information using a variety of specific programs.

Examples are:

• Conceptualising and using appropriate knowledge and evidence in response to academic assessment items and in the professional practice with organisations in which you may be placed or find employment.
• Completing academic learning activities and assessment tasks, and performing professional skills within reasonable set time-frames.
• Constructing written text proficiently, in English, using appropriate vocabulary, correct grammar and conventions of speech, including being able to paraphrase, summarise and reference in accordance with appropriate academic and professional conventions.
• Competently reading, writing and accurately interpreting information to convey language effectively in a professional setting.
• Completing documentation that is accurate, clear and concise.
• Demonstrating competency in applying mathematics knowledge and numeracy skills to accurately read and interpret various measurements.
• Demonstrating effective use of mathematics knowledge and numeracy skills in the application of safety science practice.
• Demonstrating competency in manipulating and analysing numerical data.

Examples are:

• Having sufficient visual acuity to accurately measure and assess.
• Having sufficient visual acuity to work in a team-based safety science environment.
• Having sufficient visual acuity to identify hazards to self and others.
• Perceiving fine detail on a computer screen and/or mobile/portable device.
• Discerning an object from its background.
• Having sufficient auditory capacity to hear verbal communication from other professionals in safety science practice.
• Having sufficient auditory capacity to work in a team-based safety science environment where verbal and non-verbal communication is essential to practice.
• Having sufficient auditory capacity to capture auditory warning circumstances, movements or signals where other senses may not detect such stimuli.
• Interacting with a computer through input devices such as a mouse or keyboard.
• Interacting with mobile devices through inputs such as buttons and a touchscreen.
• Interacting with the physical environment.

Examples are:

• Rapidly building rapport with people from all walks of life within a variety of safety science professional contexts.

Examples are:

• Reflecting critically on topics taught during the course.
• Identifying when a practice issue is outside one's scope or expertise and being able to reflect and learn from this experience.
• Identifying when one's practice may be negatively affected by personal experience and/or reactions and be able to reflect and learn from this experience.
• Reflecting on situations that may be difficult and sensitive.
• Identifying, reflecting and learning from successful situations as well as opportunities for improvement.

Examples are:

• Actively participating safely and effectively in intensive safety science tasks that require sustained levels of physical energy and concentration over a long duration.
• Actively participating in a variety of safety science tasks in both indoor and outdoor environments.

Examples are:

• Incorporating a range of gross motor skills while participating effectively in activities related to safety science practice.
• Moving with ease while undertaking activities related to safety science practice.
• Working safely and effectively in a variety of physical environments applicable to safety science practice.
• Using a variety of fine motor skills in various safety science activities.
• Interacting with a computer through input devices such as a mouse or keyboard.
• Interacting with mobile devices through inputs such as buttons and a touchscreen.

Examples are:

• Relating positively and communicating with a wide variety of colleagues and stakeholders in the professional environment.
• Creating and maintaining rapport, empathy and at times using diplomacy to ensure effective working relationships and outcomes with colleagues and stakeholders.
• Being highly consultative in the processes of creating and sustaining effective working relationships and outcomes with colleagues and stakeholders.
• Creating cultural competence, sensitivity and willingness to work with a vast array of people in the community.

Examples are:

• Competently using a desktop operating system such as Microsoft Windows or Mac OS X.
• Having access to a computer and having sufficient computer skills to engage in on-line learning, reading, initiating and responding to emails and other forms of electronic communication, and completing relevant assessments for the course.
• Regularly accessing the Internet for coursework and research.
• Competently using productivity software such as Microsoft Office and operating associated electronic technologies such as (but not limited to) digital scanners, cameras and video cameras, a tablet computer or a mobile phone in the contemporary academic, professional and safety science practice requirements.
• Analysing, manipulating and displaying scientific information using a variety of specific programs and applications.

Examples are:

• Complying with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Charter, Student Misconduct Policy and Student Behavioural Misconduct Procedures and Assessment Policy and Procedure (Higher Education Coursework).
• Demonstrating respect for cultural and professional diversity as well as individual differences and capacities in the safety science environment.
• Treating personal information obtained in the professional environment as private and confidential.

Examples are:

• Successfully processing your own emotions and behaviour when dealing with stressful situations that can arise in the safety science environment.
• Maintaining behavioural stability through successfully distinguishing your own personal behaviours, experiences and emotions from others and situations in a professional setting.
• Being reflective with personal behaviours appropriate to professional performance and being positive and receptive to processing constructive supervisor/lecturer/peer feedback or criticism.

Examples are:

• Complying with university and workplace policy with the use of social media, online discussion forums, email and other electronic forms of communication.
• Complying with the relevant workplace policies and practices including relevant OHS legislative requirements pertaining to the safety science environment.
• Complying with the policies and practices of organisations in which you may be placed or find employment.

Examples are:

• Verbally communicating in English your safety science knowledge with accuracy, appropriateness and effectiveness in a wide variety of contexts.
• Actively participating in discussion and course activities with appropriate use and command of language to the context.
• Using language that is appropriate to the context of the individual, group or workplace.
• Establishing rapport with all stakeholders in the delivery of safety science practice and responding appropriately to stakeholders and other professionals.
• Using appropriate facial expressions, body movements and gestures, being mindful of space boundaries.
• Recognising and interpreting on-verbal cues of others and responding appropriately during activities related to the course and in professional practice.
• Adopting non-threatening body language during challenging and/or stressful situations with others.
• Competently and appropriately producing written assessment work in a logical, coherent manner, and with correct grammar and punctuation to the required academic standards.
• Expressing complex and detailed information and knowledge in logical and legible formats, in a timely manner that meets professional standards and clearly communicates the intended message.
• Accurately conveying and documenting information in a written form to develop and execute a case of cohesive argument that meets academic, professional and safety science practice requirements.
• Competently using a desktop operating system such as Microsoft Windows or Mac OS X.
• Having access to a computer and having sufficient computer skills to engage in on-line learning, reading, initiating and responding to emails and other forms of electronic communication, and completing relevant assessments for the course. This includes being able to regularly access the Internet for coursework and research.
• Competently using productivity software such as Microsoft Office, and operate associated electronic technologies such as (but not limited to) digital scanners, cameras and video cameras, a tablet computer or a mobile phone in the contemporary academic, professional and transport and safety science practice requirements.
• Analysing, manipulating and displaying scientific information using a variety of specific programs.

Examples are:

• Conceptualising and using appropriate knowledge and evidence in response to academic assessment items and in the professional practice with organisations in which you may be placed or find employment.
• Completing academic learning activities and assessment tasks, and performing professional skills within reasonable set time-frames.
• Constructing written text proficiently, in English, using appropriate vocabulary, correct grammar and conventions of speech, including being able to paraphrase, summarise and reference in accordance with appropriate academic and professional conventions.
• Competently reading, writing and accurately interpreting information to convey language effectively in a professional setting.
• Completing documentation that is accurate, clear and concise.
• Demonstrating competency in applying mathematics knowledge and numeracy skills to accurately read and interpret various measurements.
• Demonstrating effective use of mathematics knowledge and numeracy skills in the application of safety science practice.
• Demonstrating competency in manipulating and analysing numerical data.

Examples are:

• Having sufficient visual acuity to accurately measure and assess.
• Having sufficient visual acuity to work in a team-based safety science environment.
• Having sufficient visual acuity to identify hazards to self and others.
• Perceiving fine detail on a computer screen and/or mobile/portable device.
• Discerning an object from its background.
• Having sufficient auditory capacity to hear verbal communication from other professionals in safety science practice.
• Having sufficient auditory capacity to work in a team-based safety science environment where verbal and non-verbal communication is essential to practice.
• Having sufficient auditory capacity to capture auditory warning circumstances, movements or signals where other senses may not detect such stimuli.
• Interacting with a computer through input devices such as a mouse or keyboard.
• Interacting with mobile devices through inputs such as buttons and a touchscreen.
• Interacting with the physical environment.

Examples are:

• Rapidly building rapport with people from all walks of life within a variety of safety science professional contexts.

Examples are:

• Reflecting critically on topics taught during the course.
• Identifying when a practice issue is outside one's scope or expertise and being able to reflect and learn from this experience.
• Identifying when one's practice may be negatively affected by personal experience and/or reactions and be able to reflect and learn from this experience.
• Reflecting on situations that may be difficult and sensitive.
• Identifying, reflecting and learning from successful situations as well as opportunities for improvement.

Examples are:

• Actively participating safely and effectively in intensive safety science tasks that require sustained levels of physical energy and concentration over a long duration.
• Actively participating in a variety of safety science tasks in both indoor and outdoor environments.

Examples are:

• Incorporating a range of gross motor skills while participating effectively in activities related to safety science practice.
• Moving with ease while undertaking activities related to safety science practice.
• Working safely and effectively in a variety of physical environments applicable to safety science practice.
• Using a variety of fine motor skills in various safety science activities.
• Interacting with a computer through input devices such as a mouse or keyboard.
• Interacting with mobile devices through inputs such as buttons and a touchscreen.

Examples are:

• Relating positively and communicating with a wide variety of colleagues and stakeholders in the professional environment.
• Creating and maintaining rapport, empathy and at times using diplomacy to ensure effective working relationships and outcomes with colleagues and stakeholders.
• Being highly consultative in the processes of creating and sustaining effective working relationships and outcomes with colleagues and stakeholders.
• Creating cultural competence, sensitivity and willingness to work with a vast array of people in the community.

Examples are:

• Competently using a desktop operating system such as Microsoft Windows or Mac OS X.
• Having access to a computer and having sufficient computer skills to engage in on-line learning, reading, initiating and responding to emails and other forms of electronic communication, and completing relevant assessments for the course.
• Regularly accessing the Internet for coursework and research.
• Competently using productivity software such as Microsoft Office and operating associated electronic technologies such as (but not limited to) digital scanners, cameras and video cameras, a tablet computer or a mobile phone in the contemporary academic, professional and safety science practice requirements.
• Analysing, manipulating and displaying scientific information using a variety of specific programs and applications.

Examples are:

• Complying with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Charter, Student Misconduct Policy and Student Behavioural Misconduct Procedures and Assessment Policy and Procedure (Higher Education Coursework).
• Demonstrating respect for cultural and professional diversity as well as individual differences and capacities in the safety science environment.
• Treating personal information obtained in the professional environment as private and confidential.

Examples are:

• Successfully processing your own emotions and behaviour when dealing with stressful situations that can arise in the safety science environment.
• Maintaining behavioural stability through successfully distinguishing your own personal behaviours, experiences and emotions from others and situations in a professional setting.
• Being reflective with personal behaviours appropriate to professional performance and being positive and receptive to processing constructive supervisor/lecturer/peer feedback or criticism.

Examples are:

• Complying with university and workplace policy with the use of social media, online discussion forums, email and other electronic forms of communication.
• Complying with the relevant workplace policies and practices including relevant OHS legislative requirements pertaining to the safety science environment.
• Complying with the policies and practices of organisations in which you may be placed or find employment.

Examples are:

• Verbally communicating in English your safety science knowledge with accuracy, appropriateness and effectiveness in a wide variety of contexts.
• Actively participating in discussion and course activities with appropriate use and command of language to the context.
• Using language that is appropriate to the context of the individual, group or workplace.
• Establishing rapport with all stakeholders in the delivery of safety science practice and responding appropriately to stakeholders and other professionals.
• Using appropriate facial expressions, body movements and gestures, being mindful of space boundaries.
• Recognising and interpreting on-verbal cues of others and responding appropriately during activities related to the course and in professional practice.
• Adopting non-threatening body language during challenging and/or stressful situations with others.
• Competently and appropriately producing written assessment work in a logical, coherent manner, and with correct grammar and punctuation to the required academic standards.
• Expressing complex and detailed information and knowledge in logical and legible formats, in a timely manner that meets professional standards and clearly communicates the intended message.
• Accurately conveying and documenting information in a written form to develop and execute a case of cohesive argument that meets academic, professional and safety science practice requirements.
• Competently using a desktop operating system such as Microsoft Windows or Mac OS X.
• Having access to a computer and having sufficient computer skills to engage in on-line learning, reading, initiating and responding to emails and other forms of electronic communication, and completing relevant assessments for the course. This includes being able to regularly access the Internet for coursework and research.
• Competently using productivity software such as Microsoft Office, and operate associated electronic technologies such as (but not limited to) digital scanners, cameras and video cameras, a tablet computer or a mobile phone in the contemporary academic, professional and transport and safety science practice requirements.
• Analysing, manipulating and displaying scientific information using a variety of specific programs.

Examples are:

• Conceptualising and using appropriate knowledge and evidence in response to academic assessment items and in the professional practice with organisations in which you may be placed or find employment.
• Completing academic learning activities and assessment tasks, and performing professional skills within reasonable set time-frames.
• Constructing written text proficiently, in English, using appropriate vocabulary, correct grammar and conventions of speech, including being able to paraphrase, summarise and reference in accordance with appropriate academic and professional conventions.
• Competently reading, writing and accurately interpreting information to convey language effectively in a professional setting.
• Completing documentation that is accurate, clear and concise.
• Demonstrating competency in applying mathematics knowledge and numeracy skills to accurately read and interpret various measurements.
• Demonstrating effective use of mathematics knowledge and numeracy skills in the application of safety science practice.
• Demonstrating competency in manipulating and analysing numerical data.

Examples are:

• Having sufficient visual acuity to accurately measure and assess.
• Having sufficient visual acuity to work in a team-based safety science environment.
• Having sufficient visual acuity to identify hazards to self and others.
• Perceiving fine detail on a computer screen and/or mobile/portable device.
• Discerning an object from its background.
• Having sufficient auditory capacity to hear verbal communication from other professionals in safety science practice.
• Having sufficient auditory capacity to work in a team-based safety science environment where verbal and non-verbal communication is essential to practice.
• Having sufficient auditory capacity to capture auditory warning circumstances, movements or signals where other senses may not detect such stimuli.
• Interacting with a computer through input devices such as a mouse or keyboard.
• Interacting with mobile devices through inputs such as buttons and a touchscreen.
• Interacting with the physical environment.

Examples are:

• Rapidly building rapport with people from all walks of life within a variety of safety science professional contexts.

Examples are:

• Reflecting critically on topics taught during the course.
• Identifying when a practice issue is outside one's scope or expertise and being able to reflect and learn from this experience.
• Identifying when one's practice may be negatively affected by personal experience and/or reactions and be able to reflect and learn from this experience.
• Reflecting on situations that may be difficult and sensitive.
• Identifying, reflecting and learning from successful situations as well as opportunities for improvement.

Examples are:

• Actively participating safely and effectively in intensive safety science tasks that require sustained levels of physical energy and concentration over a long duration.
• Actively participating in a variety of safety science tasks in both indoor and outdoor environments.

Examples are:

• Incorporating a range of gross motor skills while participating effectively in activities related to safety science practice.
• Moving with ease while undertaking activities related to safety science practice.
• Working safely and effectively in a variety of physical environments applicable to safety science practice.
• Using a variety of fine motor skills in various safety science activities.
• Interacting with a computer through input devices such as a mouse or keyboard.
• Interacting with mobile devices through inputs such as buttons and a touchscreen.

Examples are:

• Relating positively and communicating with a wide variety of colleagues and stakeholders in the professional environment.
• Creating and maintaining rapport, empathy and at times using diplomacy to ensure effective working relationships and outcomes with colleagues and stakeholders.
• Being highly consultative in the processes of creating and sustaining effective working relationships and outcomes with colleagues and stakeholders.
• Creating cultural competence, sensitivity and willingness to work with a vast array of people in the community.

Examples are:

• Competently using a desktop operating system such as Microsoft Windows or Mac OS X.
• Having access to a computer and having sufficient computer skills to engage in on-line learning, reading, initiating and responding to emails and other forms of electronic communication, and completing relevant assessments for the course.
• Regularly accessing the Internet for coursework and research.
• Competently using productivity software such as Microsoft Office and operating associated electronic technologies such as (but not limited to) digital scanners, cameras and video cameras, a tablet computer or a mobile phone in the contemporary academic, professional and safety science practice requirements.
• Analysing, manipulating and displaying scientific information using a variety of specific programs and applications.

Examples are:

• Complying with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Charter, Student Misconduct Policy and Student Behavioural Misconduct Procedures and Assessment Policy and Procedure (Higher Education Coursework).
• Demonstrating respect for cultural and professional diversity as well as individual differences and capacities in the safety science environment.
• Treating personal information obtained in the professional environment as private and confidential.

Examples are:

• Successfully processing your own emotions and behaviour when dealing with stressful situations that can arise in the safety science environment.
• Maintaining behavioural stability through successfully distinguishing your own personal behaviours, experiences and emotions from others and situations in a professional setting.
• Being reflective with personal behaviours appropriate to professional performance and being positive and receptive to processing constructive supervisor/lecturer/peer feedback or criticism.

Examples are:

• Complying with university and workplace policy with the use of social media, online discussion forums, email and other electronic forms of communication.
• Complying with the relevant workplace policies and practices including relevant OHS legislative requirements pertaining to the safety science environment.
• Complying with the policies and practices of organisations in which you may be placed or find employment.

Examples are:

• Verbally communicating in English your safety science knowledge with accuracy, appropriateness and effectiveness in a wide variety of contexts.
• Actively participating in discussion and course activities with appropriate use and command of language to the context.
• Using language that is appropriate to the context of the individual, group or workplace.
• Establishing rapport with all stakeholders in the delivery of safety science practice and responding appropriately to stakeholders and other professionals.
• Using appropriate facial expressions, body movements and gestures, being mindful of space boundaries.
• Recognising and interpreting on-verbal cues of others and responding appropriately during activities related to the course and in professional practice.
• Adopting non-threatening body language during challenging and/or stressful situations with others.
• Competently and appropriately producing written assessment work in a logical, coherent manner, and with correct grammar and punctuation to the required academic standards.
• Expressing complex and detailed information and knowledge in logical and legible formats, in a timely manner that meets professional standards and clearly communicates the intended message.
• Accurately conveying and documenting information in a written form to develop and execute a case of cohesive argument that meets academic, professional and safety science practice requirements.
• Competently using a desktop operating system such as Microsoft Windows or Mac OS X.
• Having access to a computer and having sufficient computer skills to engage in on-line learning, reading, initiating and responding to emails and other forms of electronic communication, and completing relevant assessments for the course. This includes being able to regularly access the Internet for coursework and research.
• Competently using productivity software such as Microsoft Office, and operate associated electronic technologies such as (but not limited to) digital scanners, cameras and video cameras, a tablet computer or a mobile phone in the contemporary academic, professional and transport and safety science practice requirements.
• Analysing, manipulating and displaying scientific information using a variety of specific programs.

Examples are:

• Conceptualising and using appropriate knowledge and evidence in response to academic assessment items and in the professional practice with organisations in which you may be placed or find employment.
• Completing academic learning activities and assessment tasks, and performing professional skills within reasonable set time-frames.
• Constructing written text proficiently, in English, using appropriate vocabulary, correct grammar and conventions of speech, including being able to paraphrase, summarise and reference in accordance with appropriate academic and professional conventions.
• Competently reading, writing and accurately interpreting information to convey language effectively in a professional setting.
• Completing documentation that is accurate, clear and concise.
• Demonstrating competency in applying mathematics knowledge and numeracy skills to accurately read and interpret various measurements.
• Demonstrating effective use of mathematics knowledge and numeracy skills in the application of safety science practice.
• Demonstrating competency in manipulating and analysing numerical data.

Examples are:

• Having sufficient visual acuity to accurately measure and assess.
• Having sufficient visual acuity to work in a team-based safety science environment.
• Having sufficient visual acuity to identify hazards to self and others.
• Perceiving fine detail on a computer screen and/or mobile/portable device.
• Discerning an object from its background.
• Having sufficient auditory capacity to hear verbal communication from other professionals in safety science practice.
• Having sufficient auditory capacity to work in a team-based safety science environment where verbal and non-verbal communication is essential to practice.
• Having sufficient auditory capacity to capture auditory warning circumstances, movements or signals where other senses may not detect such stimuli.
• Interacting with a computer through input devices such as a mouse or keyboard.
• Interacting with mobile devices through inputs such as buttons and a touchscreen.
• Interacting with the physical environment.

Examples are:

• Rapidly building rapport with people from all walks of life within a variety of safety science professional contexts.

Examples are:

• Reflecting critically on topics taught during the course.
• Identifying when a practice issue is outside one's scope or expertise and being able to reflect and learn from this experience.
• Identifying when one's practice may be negatively affected by personal experience and/or reactions and be able to reflect and learn from this experience.
• Reflecting on situations that may be difficult and sensitive.
• Identifying, reflecting and learning from successful situations as well as opportunities for improvement.

Examples are:

• Actively participating safely and effectively in intensive safety science tasks that require sustained levels of physical energy and concentration over a long duration.
• Actively participating in a variety of safety science tasks in both indoor and outdoor environments.

Examples are:

• Incorporating a range of gross motor skills while participating effectively in activities related to safety science practice.
• Moving with ease while undertaking activities related to safety science practice.
• Working safely and effectively in a variety of physical environments applicable to safety science practice.
• Using a variety of fine motor skills in various safety science activities.
• Interacting with a computer through input devices such as a mouse or keyboard.
• Interacting with mobile devices through inputs such as buttons and a touchscreen.

Examples are:

• Relating positively and communicating with a wide variety of colleagues and stakeholders in the professional environment.
• Creating and maintaining rapport, empathy and at times using diplomacy to ensure effective working relationships and outcomes with colleagues and stakeholders.
• Being highly consultative in the processes of creating and sustaining effective working relationships and outcomes with colleagues and stakeholders.
• Creating cultural competence, sensitivity and willingness to work with a vast array of people in the community.

Examples are:

• Competently using a desktop operating system such as Microsoft Windows or Mac OS X.
• Having access to a computer and having sufficient computer skills to engage in on-line learning, reading, initiating and responding to emails and other forms of electronic communication, and completing relevant assessments for the course.
• Regularly accessing the Internet for coursework and research.
• Competently using productivity software such as Microsoft Office and operating associated electronic technologies such as (but not limited to) digital scanners, cameras and video cameras, a tablet computer or a mobile phone in the contemporary academic, professional and safety science practice requirements.
• Analysing, manipulating and displaying scientific information using a variety of specific programs and applications.

Examples are:

• Complying with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Charter, Student Misconduct Policy and Student Behavioural Misconduct Procedures and Assessment Policy and Procedure (Higher Education Coursework).
• Demonstrating respect for cultural and professional diversity as well as individual differences and capacities in the transport and safety sciences environment.
• Treating personal information obtained in the professional environment as private and confidential.

Examples are:

• Successfully processing your own emotions and behaviour when dealing with stressful situations that can arise in the transport and safety sciences environment.
• Maintaining behavioural stability through successfully distinguishing your own personal behaviours, experiences and emotions from others and situations in a professional setting.
• Being reflective with personal behaviours appropriate to professional performance and being positive and receptive to processing constructive supervisor/lecturer/peer feedback or criticism.

Examples are:

• Complying with university and workplace policy with the use of social media, online discussion forums, email and other electronic forms of communication.
• Complying with the relevant workplace policies and practices including relevant OHS legislative requirements pertaining to the transport and safety sciences environment.
• Complying with the policies and practices of organisations in which you may be placed or find employment.

Examples are:

• Verbally communicating in English your transport and safety sciences knowledge with accuracy, appropriateness and effectiveness in a wide variety of contexts.
• Actively participating in discussion and course activities with appropriate use and command of language to the context.
• Using language that is appropriate to the context of the individual, group or workplace.
• Establishing rapport with all stakeholders in the delivery of transport and safety sciences practice and responding appropriately to stakeholders and other professionals.
• Using appropriate facial expressions, body movements and gestures, being mindful of space boundaries.
• Recognising and interpreting on-verbal cues of others and responding appropriately during activities related to the course and in professional practice.
• Adopting non-threatening body language during challenging and/or stressful situations with others.
• Competently and appropriately producing written assessment work in a logical, coherent manner, and with correct grammar and punctuation to the required academic standards.
• Expressing complex and detailed information and knowledge in logical and legible formats, in a timely manner that meets professional standards and clearly communicates the intended message.
• Accurately conveying and documenting information in a written form to develop and execute a case of cohesive argument that meets academic, professional and transport and safety sciences practice requirements.
• Competently using a desktop operating system such as Microsoft Windows or Mac OS X.
• Having access to a computer and having sufficient computer skills to engage in on-line learning, reading, initiating and responding to emails and other forms of electronic communication, and completing relevant assessments for the course. This includes being able to regularly access the Internet for coursework and research.
• Competently using productivity software such as Microsoft Office, and operate associated electronic technologies such as (but not limited to) digital scanners, cameras and video cameras, a tablet computer or a mobile phone in the contemporary academic, professional and transport and safety science practice requirements.
• Analysing, manipulating and displaying scientific information using a variety of specific programs.

Examples are:

• Conceptualising and using appropriate knowledge and evidence in response to academic assessment items and in the professional practice with organisations in which you may be placed or find employment.
• Completing academic learning activities and assessment tasks, and performing professional skills within reasonable set time-frames.
• Constructing written text proficiently, in English, using appropriate vocabulary, correct grammar and conventions of speech, including being able to paraphrase, summarise and reference in accordance with appropriate academic and professional conventions.
• Competently reading, writing and accurately interpreting information to convey language effectively in a professional setting.
• Completing documentation that is accurate, clear and concise.
• Demonstrating competency in applying mathematics knowledge and numeracy skills to accurately read and interpret various measurements.
• Demonstrating effective use of mathematics knowledge and numeracy skills in the application of transport and safety science practice.
• Demonstrating competency in manipulating and analysing numerical data.

Examples are:

• Having sufficient visual acuity to accurately measure and assess.
• Having sufficient visual acuity to work in a team-based transport and safety sciences environment.
• Having sufficient visual acuity to identify hazards to self and others.
• Perceiving fine detail on a computer screen and/or mobile/portable device.
• Discerning an object from its background.
• Having sufficient auditory capacity to hear verbal communication from other professionals in transport and safety sciences practice.
• Having sufficient auditory capacity to work in a team-based transport and safety sciences environment where verbal and non-verbal communication is essential to practice.
• Having sufficient auditory capacity to capture auditory warning circumstances, movements or signals where other senses may not detect such stimuli.
• Interacting with a computer through input devices such as a mouse or keyboard.
• Interacting with mobile devices through inputs such as buttons and a touchscreen.
• Interacting with the physical environment.

Examples are:

• Rapidly building rapport with people from all walks of life within a variety of transport and safety sciences professional contexts.

Examples are:

• Reflecting critically on topics taught during the course.
• Identifying when a practice issue is outside one's scope or expertise and being able to reflect and learn from this experience.
• Identifying when one's practice may be negatively affected by personal experience and/or reactions and be able to reflect and learn from this experience.
• Reflecting on situations that may be difficult and sensitive.
• Identifying, reflecting and learning from successful situations as well as opportunities for improvement.

Examples are:

• Actively participating safely and effectively in intensive transport and safety sciences tasks that require sustained levels of physical energy and concentration over a long duration.
• Actively participating in a variety of transport and safety sciences tasks in both indoor and outdoor environments.

Examples are:

• Incorporating a range of gross motor skills while participating effectively in activities related to transport and safety science practice.
• Moving with ease while undertaking activities related to transport and safety science practice.
• Working safely and effectively in a variety of physical environments applicable to transport and safety science practice.
• Using a variety of fine motor skills n various transport and safety sciences activities.
• Interacting with a computer through input devices such as a mouse or keyboard.
• Interacting with mobile devices through inputs such as buttons and a touchscreen.

Examples are:

• Relating positively and communicating with a wide variety of colleagues and stakeholders in the professional environment.
• Creating and maintaining rapport, empathy and at times using diplomacy to ensure effective working relationships and outcomes with colleagues and stakeholders.
• Being highly consultative in the processes of creating and sustaining effective working relationships and outcomes with colleagues and stakeholders.
• Creating cultural competence, sensitivity and willingness to work with a vast array of people in the community.

Examples are:

• Competently using a desktop operating system such as Microsoft Windows or Mac OS X.
• Having access to a computer and having sufficient computer skills to engage in on-line learning, reading, initiating and responding to emails and other forms of electronic communication, and completing relevant assessments for the course.
• Regularly accessing the Internet for coursework and research.
• Competently using productivity software such as Microsoft Office and operating associated electronic technologies such as (but not limited to) digital scanners, cameras and video cameras, a tablet computer or a mobile phone in the contemporary academic, professional and transport and safety science practice requirements.
• Analysing, manipulating and displaying scientific information using a variety of specific programs and applications.