Examples are:

• Complying with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Conduct and Procedure Policy and Assessment Policy and Procedure (Higher Education Coursework).
• Demonstrating the applicable codes of ethics as they apply in the practice of emergency and disaster management.
• Demonstrating an ability to reflect on ethical dilemmas and issues and taking responsibility for ensuring awareness of ethical behaviour.
• Demonstrating respect for cultural diversity as well as individual differences and capacities in emergency and disaster management.
• Treating personal information obtained in professional settings as private and confidential.
• Maintaining ethical behaviour in a professional setting, through successfully distinguishing your own personal values and beliefs from those of others.

Examples are:

• Being reflective with personal behaviours appropriate for professional performance and being positive and receptive to processing constructive supervisor/lecturer feedback or criticism.
• Interacting with people from a wide range of backgrounds and cultures in a calm and composed manner that shows respect for difference, including when dealing with difficult situations.
• Successfully processing your own emotions and behaviour when dealing with stressful situations that can arise in emergency and disaster management.
• Maintaining behavioural stability through successfully distinguishing your own personal behaviours, experiences and emotions from others and situations in a professional setting.

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 policies and practices of organisations in which you may be placed or find employment, including those relating to OHS.

Examples are:

• Verbally communicating your emergency and disaster management knowledge and skills 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 within the context.
• Using appropriate facial expressions: eye contact, being mindful of space boundaries, and a range of body movements and gestures.
• Recognising and interpreting non-verbal cues of others and responding appropriately during activities related to the course and in professional practice.
• Competently and appropriately producing written assessment work in a logical, coherent manner, and with correct grammar and punctuation to the required academic standards.
• Constructing fluent summarised written text from complex and detailed information.
• Constructing coherent reports in a timely manner to meet professional standards and clearly communicating the intended message.
• Competently using a desktop operating system such as Microsoft Windows or Mac OS X skills to engage in on -line learning, reading and responding as required to emails, and completing relevant assessments for the course.
• Competently using productivity software such as Microsoft Office in your course of study.
• Regularly accessing the Internet for research, and email for communication with peers and lecturers.

Examples are:

• Conceptualising and using appropriate knowledge in response to academic assessment items.
• 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 and conventions of speech, including being able to paraphrase, summarise and reference in accordance with appropriate academic 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.

Examples are:

• Initiating and maintaining effective partnerships with a range of interdisciplinary and inter-agency stakeholders.
• Initiating and maintaining effective relationships with key community networks.

Examples are:

• Undertaking regular self-assessment of emotional intelligence, recognising own responses and effects of own behaviour on others.
• Critiquing own philosophical, attitudinal and cognitive foundations to practice and a willingness to changing these as necessary.

Examples are:

• Demonstrating the skills of collaborating with fellow students and colleagues, modifying and reflecting on practice, or modifying and reflecting on work in response to supervisor feedback.
• Building rapport with colleagues and stakeholders in order to engage them in effective emergency and disaster management  practice.
• Critically self-reflecting on situations that may/may not have gone well, and taking the learning point(s) from those situations.
• Interacting and engaging with individuals and groups in emergency and disaster management  practice in a respectful and culturally competent manner in a wide variety of contexts.