Modern economics is a way of thinking that provides important insights into human behaviour and how the world works. The emphasis in Microeconomics 3 is on deepening students' understanding of the basic principles of microeconomics and learning how to use these principles to analyse real world problems and policy issues. The course builds upon the material covered in Microeconomics 1 and 2 by treating some of the concepts introduced in previous microeconomic courses with greater degree of formality. The course also covers more advanced tools of microeconomic theory and applications of the theory to a range of economic problems. Topics and techniques that are emphasized include: concepts and measurement of individual and aggregate consumer welfare, partial and general equilibrium efficiency analysis, choice under uncertainty and information economics.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

1. Think for themselves like economists, or at least understand how economists think.
2. Recognise the economic issues in a problem and apply the appropriate tools to analyse it.
3. Understand the economic tools taught in class and be able to apply them to analyse real world problems and policy issues.

Research-Led Teaching

The material taught in this course is directly relevant to various applied microeconomic research topics that have been considered by economists in academia, various public sector agencies, and various private sector organisations.

Examination Material or equipment

No material other than the usual writing equipment will be permitted to be used during any exams for this class.

Required Resources

The recommended textbook for this course is:

• Gravelle, H, and R Rees (2004), Microeconomics (third edition), Financial-Times / Prentice-Hall (Pearson Education), The United Kingdom.

However, please note that textbook does not cover all of the material that you will encounter in this course. A rough guide to the material from this book that is relevant for this course can be found in the detailed reading guide that is provided further on in this syllabus.

You are not required to purchase a copy of this textbook if you do not wish to do so. However, I strongly recommend that you have access to it during the semester. I will request that all copies of this edition of this book that are available in the ANU library system be placed on short loan for the duration of this course. (Note that the edition of this book that you consult is probably not particularly important, with the possible exception of differences in the relevant chapter titles or chapter numbers, or both. The references in this outline will be to the relevant chapters in the third edition of this textbook.)

Recommended Resources

Other books that you might find useful include the following.

• Bergstrom, TC, and HR Varian (2014), Workouts in intermediate microeconomics (ninth edition), WW Norton and Company, USA.
• Sydsaeter, K, P Hammond, A Strom, and A Carvajal (2016), Essential mathematics for economic analysis (fifth edition), Pearson Education, Italy.
• Varian, HR (1992), Microeconomic analysis (third edition), WW Norton and Company, USA. (Sometimes referred to as "Adult Varian".)
• Varian, HR (2014), Intermediate microeconomics: A modern approach (ninth edition), WW Norton and Company, USA. (Sometimes referred to as "Baby Varian".)

I will request that all copies of these editions of these books that are available in the ANU library system be placed on short loan for the duration of this course. (Note that it probably does not matter which editions of these books you consult.)

Note that, in my view, "Baby Varian" is the best intermediate-level microeconomics textbook that is currently available. A combination of the relevant material in "Baby Varian" and "Adult Varian" could form a suitable alternative "recommended textbook" for some of the material that is covered in this class. Note also that Sydsaeter et al (2016) is a textbook that is sometimes used for the EMET1001 class at ANU. As such, it might be a useful resource for those of you who have either not taken that class or want to revise some of the material from that class.

Staff Feedback

Students will be given feedback in the following forms in this course:

• Graded tutorial assignments.
• Graded one-hour online assignment.
• Verbal feedback upon request during consultation hours and tutorials.

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.

Other Information

Class Description for Microeconomics 3 (Topics in Applied Microeconomics)

Modern economics is a way of thinking that provides important insights into human behaviour and how the world works. The emphasis in Microeconomics 3 is on deepening students' understanding of the basic principles of microeconomics and learning how to use these principles to analyse real world problems and policy issues. The course builds upon the material covered in Microeconomics 1 and 2 by treating some of the concepts introduced in previous microeconomic courses with a greater degree of formality. The course also covers more advanced tools of microeconomic theory, and applications of the theory to a range of economic problems.

Assumed Knowledge

Students will be assumed to have a thorough understanding of the material that is covered in the units ECON1101 (Microeconomics 1), ECON2101 (Microeconomics 2), and EMET1001 (Foundations of Economic and Financial Models). These units cover Elementary Microeconomics, Intermediate Microeconomics, and Elementary Mathematical Techniques for Economic Analysis.

Work-Load Expectations

The amount of work required for successful completion of this class may vary between students. As a rough guide, students should expect to devote at least 10 hours a week to this class. This should include all of the following.

• 3 hours a week: lectures.
• 1 hour a week: tutorials.
• At least 6 hours a week: reading, research, writing, lecture and tutorial preparation.

Attendance Expectations

As a general rule, students should aim to attend all lectures and tutorials for this class unless they have a very good reason for not doing so. Recognising that occasional absences are often unavoidable, students are expected to attend at least 80 per cent of all lectures and tutorials (combined) for this class. The main exceptions to this are absences for medical or other reasons that can be supported by an appropriate form of official documentation.

Reading Guide

Topic 1: Economic Efficiency as a Policy Objective

• Gravelle and Rees (2004): Chapter 13.
• Baby Varian (2014): Chapters 16, 24, 32, 33, and 34.
• Adult Varian (1992): Chapters 13, 17, 18, and 22.
• Abelson, P (2013), Public economics: Principles and practice (third edition), McGraw-Hill, China: Chapter 7.
• Bellinger, WK (2016), The economic analysis of public policy (second edition), Routledge, The United Kingdom: Chapters 3, 4, and 5.
• Johanssen, P-O (1991), An introduction to modern welfare economics, Cambridge University Press, The United Kingdom: Chapters 2 and 3.
• Jones, C (2005), Applied welfare economics, Oxford University Press, The United Kingdom: Chapter 1.

Topic 2: The Economic Theory of Consumer Behaviour

• Gravelle and Rees (2004): Chapters 2, 3, and 4A.
• Baby Varian (2014): Chapters 2, 3, 4, 5, 6, 7, 8, and 14.
• Adult Varian (1992): Chapters 7, 8, 9, and 10.
• Cornes, R (1992), Duality and modern economics, Cambridge University Press, The United Kingdom: Chapters 2, 3, 4, and 9.
• Johanssen, P-O (1991), An introduction to modern welfare economics, Cambridge University Press, The United Kingdom: Chapter 4.
• Jones, C (2005), Applied welfare economics, Oxford University Press, The United Kingdom: Chapter 1.

Topic 3: Application – Cost-of-Living Indices

• Gravelle and Rees (2004): Chapter 4A.
• Baby Varian (2014): Chapter 7.
• Abraham, KG, JS Greenlees, and BR Moulton (1998), “Working to improve the consumer price index”, The Journal of Economic Perspectives 12(1), Winter, pp. 27–36.
• ABS: The Australian Bureau of Statistics (2011), Consumer price index: Concepts, sources and methods, Australia, ABS Information Paper, ABS Catalogue Number 6461.0, The Australian Bureau of Statistics, Canberra, 19 December.
• Banzhaf, HF (2004), “The form and function of price indexes: A historical accounting”, The History of Political Economy 36(4), Winter, pp. 589–616.
• Boskin, MJ, ER Dulberger, RJ Gordon, Z Griliches, and DW Jorgenson (1998), “Consumer prices, the consumer price index, and the cost of living”, The Journal of Economic Perspectives 12(1), Winter, pp. 3–26.
• Deaton, A (1998), “Getting prices right: What should be done?”, The Journal of Economic Perspectives 12(1), Winter, pp. 37–46.
• Deaton, A, and J Muellbauer (1980), Economics and consumer behavior, Cambridge University Press, USA: Chapter 7.
• Diewert, WE (1998), “Index number issues in the consumer price index”, The Journal of Economic Perspectives 12(1), Winter, pp. 47–58.
• Hausman, J (2003), “Sources of bias and solutions to bias in the consumer price index”, The Journal of Economic Perspectives 17(1), Winter, pp. 23–44.
• Konus, AA (1939), “The problem of the true index of the cost of living”, Econometrica 7(1), January, pp. 10–29.
• Lebow, JE, and JB Rudd (2003), “Measurement error in the consumer price index: Where do we stand?”, The Journal of Economic Literature 41(1), March, pp. 159–201.
• Moulton, BR, KE Moses, RJ Gordon, and BP Bosworth (1997), “Addressing the quality change issue in the consumer price index”, Brookings Papers on Economic Activity 1997(1), pp. 305–366.
• Newbold, P (1988), Statistics for business and economics (second edition), Prentice-Hall, USA: Chapter 16.
• Pollack, RA (1989), The theory of the cost-of-living index, Oxford University Press, USA.
• Pollak, RA (1998), “The consumer price index: A research agenda and three proposals”, The Journal of Economic Perspectives 12(1), Winter, pp. 69–78.
• Tornqvist, L (1936), “The Bank of Finland’s consumption price index”, The Bank of Finland Monthly Review 16(10), October, pp. 27–34.

Topic 4: The Economic Theory of Producer Behaviour

• Gravelle and Rees (2004): Chapters 5, 6, and 7.
• Baby Varian (2014): Chapters 19, 20, 21, 22, 23, and 24.
• Adult Varian (1992): Chapters 1, 2, 3, 4, 5, and 6.
• Carlton, DW, and JM Perloff (2005), Modern industrial organisation (fourth edition), Pearson / Addison-Wesley, USA: Chapter 2.
• Cornes, R (1992), Duality and modern economics, Cambridge University Press, The United Kingdom: Chapters 5 and 6.
• Panzar, JC (1989), “Technological determinants of firm and industry structure”, Chapter 1 (pp. 3–59) in Schmalensee, R, and RD Willig (Editors) (1989), The Handbook of Industrial Organization, Volume 1, North Holland (Elsevier Science Publishers), The Netherlands.
• Panzar, JC, and RD Willig (1977), “Economies of scale in multi-output production”, The Quarterly Journal of Economics 91(3), August, pp. 481–493.

Topic 5: Application – The Regulation of Natural Monopolies

• Gravelle and Rees (2004): Chapter 9.
• Baby Varian (2014): Chapters 25 and 26.
• Adult Varian (1992): Chapter 14.
• Averch, H, and LL Johnson (1962), “Behavior of the firm under regulatory constraint”, The American Economic Review 52(5), December, pp. 1052–1069.
• Baumol, WJ, EE Bailey, and RD Willig (1977), “Weak invisible hand theorems on the sustainability of multiproduct natural monopoly”, The American Economic Review 67(3), June, pp. 350–365.
• Baumol, WJ, and DF Bradford (1970), “Optimal departures from marginal cost pricing”, The American Economic Review 60(3), June, pp. 265–283.
• Baumol, WJ, MF Koehn, and RD Willig (1987), “How arbitrary is “arbitrary”? — Or, toward the deserved demise of full cost allocation”, Public Utilities Fortnightly 120(5), 3 September, pp. 16–21.
• Berg, SV, and J Tschirart (1988), Natural monopoly regulation, Cambridge Surveys of Economic Literature, Cambridge University Press, USA.
• Boiteux, M (1951), “Le revenue “distribuable” et les pertes economiques”, Econometrica 19(2), April, pp. 112–133 (in English).
• Boiteux, M (1956), “Sur la gestion des monopoles publics astreints a l’equilibre budgetaire”, Econometrica 24(1), January, pp. 22–40 (in French).
• Braeutigam, RR (1980), “An analysis of fully distributed cost pricing in regulated industries”, The Bell Journal of Economics 11(1), Spring, pp. 182–196.
• Brown, SJ, and DS Sibley (1986), The theory of public utility pricing, Cambridge University Press, USA.
• Carlton, DW, and JM Perloff (2005), Modern industrial organisation (fourth edition), Pearson / Addison-Wesley, USA: Chapter 20.
• Church, J, and R Ware (2000), Industrial organisation: A strategic approach, Irwin / McGraw-Hill, USA: Chapters 24, 25, and 26.
• Crew, MA, CS Fernando, and PR Kleindorfer (1995), “The theory of peak-load pricing: A survey”, The Journal of Regulatory Economics 8(3), November, pp. 215–248.
• Faulhaber, GR (1975), “Cross-subsidization: Pricing in public enterprises”, The American Economic Review 65(5), December, pp. 966–977.
• Faulhaber, GR, and SB Levinson (1981), “Subsidy-free prices and anonymous equity”, The American Economic Review 71(5), December, pp. 1083–1091.
• Hotelling, H (1938), “The general welfare in relation to problems of taxation and of railway and utility rates”, Econometrica 6(3), July, pp. 242–269.
• Loeb, M, and WA Magat (1979), “A decentralized method for utility regulation”, The Journal of Law and Economics 22(2), October, pp. 399–404.
• Mirman, LJ, D Samet, and Y Tauman (1983), “An axiomatic approach to the allocation of a fixed cost through prices”, The Bell Journal of Economics 14(1), Spring, pp. 139–151.
• Mirman, LJ, Y Tauman, and I Zang (1985), “Supportability, sustainability, and subsidy-free prices”, The RAND Journal of Economics 16(1), Spring, pp. 114–136.
• Oi, WY(1971), “A Disneyland dilemma: Two-part tariffs for a Mickey Mouse monopoly”, The Quarterly Journal of Economics 85(1), February, pp. 77–96.
• Panzar, JC (1989), “Technological determinants of firm and industry structure”, Chapter 1 (pp. 3–59) in Schmalensee, R, and RD Willig (Editors) (1989), The Handbook of Industrial Organization, Volume 1, North Holland (Elsevier Science Publishers), The Netherlands.
• Panzar, JC, and RD Willig (1977), “Economies of scale in multi-output production”, The Quarterly Journal of Economics 91(3), August, pp. 481–493.
• Ramsey, FP (1927), “A contribution to the theory of taxation”, The Economic Journal 37(145), March, pp. 47–61.
• Sappington, DEM, and DS Sibley (1988), “Regulating without cost information: The incremental surplus subsidy scheme”, The International Economic Review 29(2), May, pp. 297–306.
• Sharkey, WW (1982), The theory of natural monopoly, Cambridge University Press, USA.
• Shepherd, WG (1992), “Ramsey pricing: Its uses and limitations”, Utilities Policy 2(4), October, pp. 296–298.
• Sherman, R (1989), The regulation of monopoly, Cambridge University Press, USA.
• Vogelsang, I, and J Finsinger (1979), “A regulatory adjustment process for optimal pricing by multiproduct monopoly firms”, The Bell Journal of Economics 10(1), Spring, pp. 157–171.
• Williamson, OE (1966), “Peak-load pricing and optimal capacity under indivisibility constraints”, The American Economic Review 56(4), September, pp. 810–827.

Topic 6: Preference over Bundles of Characteristics, Household Production, and Time Use.

• Gravelle and Rees (2004): Chapters 4B and 4C.
• Becker, GS (1965), “A theory of the allocation of time”, The Economic Journal 75(299), September, pp. 493–517.
• Cornes, R (1992), Duality and modern economics, Cambridge University Press, The United Kingdom: Chapters 6 and 7.
• Gronau, R (1986), “Home production – A survey”, Chapter 4 (pp. 273–304) in Ashenfelter, O, and R Layard (Editors) (1986), The Handbook of Labor Economics, Volume 1, North-Holland (Elsevier Science Publishers), Amsterdam.
• Lancaster, KJ (1966), “A new approach to consumer theory”, The Journal of Political Economy 74(2), April, pp. 132–157.

Topic 7: Applications – The Demand for Health Care and the Demand for Sleep.

• Biddle, JE, and DS Hamermesh (1990), "Sleep and the allocation of time", The Journal of Political Economy 98(5)(Part 1), October, pp. 922–943.
• Feldstein, PJ (1988), Health care economics (third edition), John Wiley and Sons, USA: Chapter 5 (pp. 76–109).
• Grossman, M (1972), “On the concept of health capital and the demand for health”, The Journal of Political Economy 80(2), March to April, pp. 223–255.
• Szalontai, G (2006), "The demand for sleep: A South African study", Economic Modelling 23(5), September, pp. 854–874.
• Wagstaff, A (1986), “The demand for health: Theory and applications”, The Journal of Epidemiology and Community Health 40(1), March, pp. 1–11.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Economic Efficiency as a Policy Objective.	Week 1.
2	An Economic Theory of Consumer Behaviour.	Weeks 1 to 4.
3	Application: Cost-of-Living Indices.	Weeks 4 and 5.
4	An Economic Theory of Producer Behaviour.	Weeks 6 to 8.
5	Application: Natural Monopoly Regulation.	Weeks 9 and 10.
6	Preference over Bundles of Characteristics, Household Production, and Time Use.	Week 11.
7	Applications: The Demand for Health Care and the Demand for Sleep.	Week 12.

Tutorial Registration

Via Wattle.

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Fortnightly Tutorial Assignments	20 %	12/03/2019	18/03/2019	1, 2, 3
One-Hour Online Assignment	5 %	15/05/2019	15/05/2019	1, 2, 3
Final Exam	75 %	06/06/2019	22/07/2019	1, 2, 3

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:

• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Policy and General Information
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the ANU Online website Students may choose not to submit assessment items through Turnitin. In this instance you will be required to submit, alongside the assessment item itself, hard copies of all references included in the assessment item.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Assessment Task 1

Fortnightly Tutorial Assignments

• You are requested to submit answers to all of the "tutorial questions" (but not any "additional problem questions") that are assigned for teaching week 3 (tutorial 2), teaching week 5 (tutorial 4), teaching week 7 (tutorial 6), teaching week 9 (tutorial 8), and teaching week 11 (tutorial 10).
• Each of these assignments should be submitted online through the "Turnitin" link on the Wattle site for this class. A scanned copy of your handwritten assignment is fine. You are not required to type up your answers.
• In order for your assignment to be marked, the document that is submitted must be legible to the grader. If it is not legible, a mark of zero will be awarded.
• Each assignment should be submitted by 8:00 am on the Monday at the beginning of the week in which the relevant tutorials are held (that is, in teaching weeks 3, 5, 7, 9, and 11). The only exceptions to this (unless otherwise stated during the semester) is for tutorial assignments that are due on a public holiday. Any such tutorial assignments should be submitted on the first regular business day to occur after the public holiday. (This will probably be on the Tuesday immediately following the public holiday.)
• You will typically receive each tutorial assignment at least one-half of a week before it is due.
• No late submissions will be accepted. Any assignments that are not submitted by the due date and time will receive a mark of zero.
• In each of these assignments, one question will be chosen for assessment and your mark for that assignment will be based on your response to that question. The identity of the selected question will only be revealed upon release of the marked assignments.
• Your four highest scoring tutorial assignments will be used to calculate your total mark for this assessment component. Each of those four tutorial assignments will potentially be worth 5 % of your overall mark for this course. This means that this assessment component is potentially worth 20 % of your mark for this course.
• Note that this assessment component is redeemable against the final exam. This means that it will only count if you receive a higher percentage mark for this assessment component than you do for the final exam. This will be calculated automatically. No action is required on your part.
• Comments and marks for these assignments will be released via "Turnitin" by 5:00 pm on Mondays in Teaching Weeks 4, 6, 8, 10, and 12 (that is, in the week after they are submitted).
• All learning outcomes are relevant for this assessment item.

Assessment Task 2

One-Hour Online Assignment

• You are requested to complete a one-hour online assignment at the end of teaching week 9.
• This assignment will consist of some number of questions that are either of the multiple choice, true or false, or precise numerical value variety.
• You will have a four-day window in which to undertake this task. However, you will only have at most one hour from when you first begin the task in which complete it. (You will have exactly one hour in which to complete it if you begin the task before 11:01 pm on the Tuesday of teaching week 10. If you begin it after that point in time, you will only have the time remaining until the close of the window for undertaking this assessment item.)
• The window for undertaking this assessment item opens at 12:01 am on Saturday (that is, just after midnight on Friday) at the end of teaching week 9.
• The window for undertaking this assessment item closes at 12:01 am on Wednesday (that is, just after midnight on Tuesday) in teaching week 10.
• No late submissions will be accepted. Any assignments that are not submitted by the due date and time will receive a mark of zero.
• This online assignment is potentially worth 5 % of your overall mark for this course.
• Note that this assessment component is redeemable against the final exam. This means that it will only count if you receive a higher percentage mark for this assessment component than you do for the final exam. This will be calculated automatically. No action is required on your part.
• Answers and marks will be released immediately after the closing of the window for undertaking this assignment.
• All learning outcomes are relevant for this assessment item.

Assessment Task 3

Final Exam

• The final exam for this course will be a closed book exam that consist of fifteen minutes of reading time followed by three hours of writing time. The only permitted materials will be standard writing equipment.
• The exam will comprehensive, in the sense that questions can potentially be drawn from any component of this class. This includes any material that is covered in lectures, or covered in tutorials, or covered in assigned readings, or covered in some combination of these sources.
• The date and time of the final exam will be determined by the central administration of the ANU. It will occur sometime during the official final exam period.
• The final exam is worth either 75 %, or 80 %, or 95 %, or 100 % of your overall mark for this class, depending on your relative performance in the various components of assessment for this class.
• Opportunities to view the graded final exam scripts will be available sometime after the official release of results for the semester.
• All learning outcomes are relevant for this assessment item.

Academic Integrity

Academic integrity is a core part of our culture as a community of scholars. At its heart, academic integrity is about behaving ethically. This means that all members of the community commit to honest and responsible scholarly practice and to upholding these values with respect and fairness. The Australian National University commits to embedding the values of academic integrity in our teaching and learning. We ensure that all members of our community understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with. The University has policies and procedures in place to promote academic integrity and manage academic misconduct. Visit the following Academic honesty & plagiarism website for more information about academic integrity and what the ANU considers academic misconduct. The ANU offers a number of services to assist students with their assignments, examinations, and other learning activities. The Academic Skills and Learning Centre offers a number of workshops and seminars that you may find useful for your studies.

Online Submission

The ANU uses Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. While the use of Turnitin is not mandatory, the ANU highly recommends Turnitin is used by both teaching staff and students. For additional information regarding Turnitin please visit the ANU Online website.

Hardcopy Submission

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

No submission of assessment tasks without an extension after the due date will be permitted. If an assessment task is not submitted by the due date, a mark of 0 will be awarded.

Referencing Requirements

Accepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.

Returning Assignments

Please refer to the information on this that was provided above in the discussion of the various assessment tasks.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure The Course Convener may grant extensions for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Resubmission of Assignments

No resubmission of any assignment after the due date and time for its submission will be permitted in this course.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information. In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service — including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy. If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes. Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

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• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
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• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents undergraduate and ANU College students
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