ABP Library

It’s fine!!!

They have told you that there are no risks. They have said that the PTC strips are safe and are in no way toxic (you would need to EAT over 1000 of them for it to be at all toxic and one strip was in your mouth for 5 seconds max). They have said that it will not affect Invisalign at all. It has also been over a month since then so you would notice if it did affect it (which it can’t). 6 different staff members have assured you multiple times in ed discussion that it is completely safe and there is nothing to worry about, and I’m sure many sites on google would say the same. PLEASE can you stop asking about it in the Ed discussion, as it is meant to be used for questions about the course and the content, not stuff like this. I get that you’re worried about it but if it worries you this much, Ed discussion is not the place to be talking about it - email the relevant staff in the course. But I can assure you, their answers will not change because there is no way in which the PTC strips can affect your Invisalign.

context for those not in the course: one of our pracs we were testing for “supertasters” which involved putting this piece of paper (ptc strip) in our mouth for a couple of seconds to see if we could taste anything. Since then there have been MANY Ed discussion questions from the same person asking if the PTC strips would affect Invisalign and all questions have gotten multiple replies saying no. It’s also been over a month since the prac and it’s getting quite annoying - ed discussion is a place to talk about assignments and content, not this the whole time (I get asking once but they got their answer).

I will probably get downvoted to hell for this but here goes nothing.

I get that many people have worked very hard to get into university, I get that many people are paying a lot of money to attend university. But I am not a servant. I have been working as a tutor at the university for about 15 years now, and this is my third year co-ordinating a subject.

This morning I sat in a student liaison meeting where the student representatives described a learning activity I had spent hours developing “useless”. Not could be improved by xyz, not “wasn’t very helpful”, just “useless”. I also got crucified for not having enough interactive elements in my lectures, despite the fact that only about 5% of the student cohort attend lectures face to face in our program. 2 weeks ago I delivered a lecture to an empty lecture theatre. It was brutal.

After lunch I published the results of an assessment on Canvas before leaving early to attend a medical appointment. Then I picked up my daughter from childcare, came home, got her fed, bathed and into bed for the evening before checking my emails.

The subject I teach has about 80 students. I had about 40 emails from students. Some were respectful seeking clarification of their grade. Most were demanding that their results be reviewed, ranging from students who had failed disputing the assessor comments and asking me to further explain what an assessor had meant when they wrote xyz, when I can’t possibly say as I didn’t personally observe the assessment of that student, to students who had received a grade of 9/10 demanding to know how they could have gotten an 10/10. I spent about 5 hours carefully reading the comments the assessors had left and responding to these requests for further information as best I could, but they just keep coming with further requests for additional information, an escalation of their request to somebody more senior. One student emailed me at 5.30pm, then sent the same email at 8.30pm, and then the same email again at 10.00pm. At about 11.15pm I got another email from them asking when I will be responding to their email.

My position is only a part time position, I’m not even paid to work today. I’m desperately trying to finish a PhD alongside my teaching but I just feel like I’m putting in so much and it’s never enough. My contract is for 15 hours per week - I easily spend 30 after actually teaching classes, curriculum planning, assessment planning, administration, responding to students questions on Ed Discussion. I just feel like I’m breaking my back to be called useless and bombarded with emails demanding I adjust students grades.

I genuinely love teaching - I love the lightbulb moments where I can explain or show something in a particular way and it clicks for a student, or when they tell me as they’re about to graduate that they always remembered the way I explained a particular concept. But I don’t think I have it in me to keep going with this current climate that the student is the customer and I’m the lowly employee, with an expectation that I respect the students but no reciprocity of that expectation.

If you made it to the end thanks for reading.

I suspect my classmate is using ChatGPT for our group assignment, is there a way for me to anonymously report her and do it on my own

In anticipation for the upcoming horror-show exam

Hi everyone!
I’m currently completing my bachelor’s degree in Computer Science with AI concentration and a double minor in Data Science and Cybersecurity at UNC Wilmington in USA, and my current GPA is 3.603/4.0
I’m planning to apply for the Master of Information Technology at the University of Melbourne.
Does anyone know what my GPA would approximately translate to in terms of Melbourne’s WAM? How does the university calculate the equivalent WAM for applicants who did their undergrad from USA?
I’d appreciate any insights. Thanks!
My university (UNCW) generally follows this grading scale:
A: 90–100% (4.00)
B+: 87–89% (3.3)
B: 83–86% (3.00)
B−: 80–82% (2.67)
C+: 77–79% (2.3)
C: 73–76% (2.00)
C−: 70–72% (1.67)
D+: 67–69% (1.3)
D: 63–66% (1.00)
D−: 60–62% (0.67)
F: Below 60% (0.00)

I am in the middle of my HSC season (NSW) and think I am going to do well (like 97-98). I want to go to unimelb cause I'm kind of sick of NSW.

I am doing all 3 sciences and advanced math + English, and am not a huge fan of math even though I can do well in it (I love rote learning, memorising, explaining concepts etc). So should I do bachelor of science or biomedicine? Right now biology is my favourite subject followed closely by chemistry. If I do not end up getting med/want to retire after med, I was thinking of becoming a high school teacher for biology and chem. Will bachelor of biomed gimme enough credit points to teach them??? Or how much will I be short??

Everyone on reddit seems to say bachelor of science is way better though those are like 1yr + old posts. I like the core subjects too and can work hard.

So this is targeted to the psych majors but im still in my first year and have technically not declared my major as psych but was planning on it. I was looking at RMITs bachelor of psych and in third year they have an option for either 120hrs of practical industry placement or working on a research project as a capstone.

I was thinking of maybe transferring to it next year or even just for my final year if possible just bc I really want some sort of placement or research project to benefit my work experience.

If anyone knows how RMIT runs compared to psych at unimelb I’d love to here your thoughts or if unimelb offers any placement similar.

why do teachers not put up any practise exams.its week 12 now and my prof hasnt put anything up. even then those exams r outdated as hell and may not even cover the course content and be very different to the avtual exam. when i did vce the strat was to do as many practise exams as possible. uni is just weird

I'm a first-year UniMelb Arts student, and I've been flagged for AI use in my POLS10003 Assignment 2 research essay, despite not using AI to write it and I have no history of being flagged for AI use either. I have evidence of my work and how I completed the assignment, I cluding multiple drafts, physical notes and proper knowledge on my assignment and why I argued certain things and I have a meeting coming up to discuss the situation on friday. I'm hoping to get advice from anyone who's been through something similar.

The assignment was a 2,000-word research essay. I chose the question about whether equality before the law is a sufficient guarantee of freedom, using Rousseau. I've kept evidence relating to my work and preparation, and I'm prepared to provide it during the meeting.

One thing I'm also concerned about is how clearly the assignment expectations were communicated. The instructions said we needed to develop our own argument, conduct research beyond the required readings, use a consistent referencing style and include page numbers in citations. However, the instructions themselves were very brief and didn't provide detailed examples of citation practices or explain some of the expectations in practical terms.

I understand that referencing is my responsibility, and I'm not trying to use the instructions as an excuse. However, I do wonder whether clearer guidance would have helped me approach the citations more carefully. This is a first-year subject, and I don't think every student necessarily starts university already knowing all the conventions expected in academic writing. I also came from a super bogan school that no one's heard of and it was a very sports dominant school so I never got a chance to have these resources available to me.

I'm autistic diagnosed age 4 and tend to interpret instructions literally, so explicit guidance makes a real difference to how I understand assessment requirements. And yes I am aware the world can't be tailored for everyone.

I'm not going to go into every detail of the case publicly, but I would really appreciate advice from people who've dealt with an AI allegation at UniMelb who DIDN'T use AI. So if you have used AI and were flagged please have some integrity and don't give me your advice LMAOAOAO

A few things I'd like to know:

- What should I expect during the meeting?

- What kinds of evidence were useful for people who had to explain their writing process?

- Is there anything I should ask for or clarify during the meeting?

- What do I do if they fail me anyway despite the proof I brought forward?

I'm quite anxious about the situation because I know I didn't use AI to write the essay, and I want to make sure I can explain my work clearly and fairly. Any advice would be appreciated.

Graduated in July, struggling to find something good. Anyone in the same boat? Dm please

Hi!

I applied for special consideration for a written assignment using my AAP. I asked for an extension, and it says "outcome approved" but the outcome is an alternative arrangement.

The due date on canvas has not been changed at all. How do I know what the new arrangement is? I had assumed that it would only be an extension as the assignment was a report.

just realised I forgot to include the group contract in my final submission for the report. will i be executed and failed

Hi all!
I was wonder of those of you who took Engineering Mathematics (MAST20029) as a summer term last year remember when your exams were? I am applying for an internship that starts on Feb 13 and it may be a logistical issue if my exams are sometime from 13 - 20th of Feb.

Hi all!
I was wonder of those of you who took Engineering Mathematics (MAST20029) as a summer term last year remember when your exams were? I am applying for an internship that starts on Feb 13 and it may be a logistical issue if my exams are sometime from 13 - 20th of Feb.

Additionally I would really appreciate it if anyone still had their content from the subject (and would be willing to share it) so that I could get a head start on the off chance that the subject clashes with my internship.

i am going insane i have three exams in two days and i haven't started intro to ops yet and i will only have 8 days to study the whole subject. Is it doable or am i royally screwed???

Hi all I’m in my final sem accounting and finance.
I’m really struggling with derivatives can anyone offer advice as to how I can prepare for the exam I didn’t do well on the MST so I definitely need as many marks as possible!!

Hey all!
I'm hoping to do Engineering Math the coming summer.

I want to start studying from December so that I'm a bit ahead of schedule.

I would appreciate Lecture Slides, Problem solving sheets, past papers or any material that's helpful.

Thanks a lot guys!

I’m hoping to apply (deadline for 2027 intake is next Saturday), but I’m incredibly nervous to submit the application, because it asks for a motivation statement, about 1 page long, and a CV. I asked some professors, and they said my CV that I use for job applications would be fine (they haven’t actually viewed my CV though).

But I keep overthinking this statement. I’m not sure how to format it (what size font? How many words?).

The statement I’ve drafted so far includes my journey to choosing this pathway, including rough descriptions of my interest in the arts/sciences from childhood, to VCE, to the end of undergrad (I graduated last sem), and then my work experience from my casual job (and how it would apply to skills developed throughout the course). I’m worried it sounds too winded and boring. The application guidelines for the course say that I should also include what I want to specialise in. I don’t know exactly what I want to specialise in yet, it feels too open ended, and I haven’t experienced anything like this yet (my undergrad was in Art History/Ancient Worlds, so less tangible, more academic research). I don’t know the basics of conservation, how am I supposed to know exactly what I want to achieve yet? Am I supposed to have a clear idea of what I want at this stage? I’m so torn between works on paper/canvas, and ceramics/pottery.

I’m also worried that my CV doesn’t look professional enough, despite having semi-relevant experience.

The course requires a WAM of 70-75 (mine was just over 82), so I’m hoping I can snag a CSP offer. But I’m so worried that I won’t get one, or get in at all.

Has anyone else applied to or completed this course? Do you have advice on applying to this course, and finding your feet in the industry?

Sorry if this post is hasty, I’m writing it out between episodes of fretting over my draft CV and motivation letter.

Thank you so much, any help would be appreciated!!

for at least a month i’ve seen the same 3-4 men handing out little pamphlets, today was the first time they’ve actually spoken (about how we all need to be saved) instead of just shoving them in your general direction. as im writing this they’ve left the front of peter mccallum centre but that’s their go to. idk what church/cult they’re advertising for but it’s really strange imo especially considering people around that area are either students or older folks who typically walk right past. they must do shift work because they aren’t there for long but come out several times a day.. does anyone know more??

WHY do some classes have things due at such random times??? It’s mostly 11:59pm which makes SENSE. Some are 5pm which also kind of makes sense. But WHY does bio have things due at 2pm?? That is literally such a random time and because of that I missed the team evaluation task which is a free 3% of my grade and I know a lot of others did too.

I know it’s my fault still but it’s just so annoying especially now that canvas keeps logging me out on my phone so notifications for assessments don’t stay up to date! Last semester, the team evaluation was also due a week after submission rather than only a couple days…

PLEASE can courses make things due at the same time it just makes so much more sense - 2pm literally makes NO sense at all! It’s unfair to those that actually have things to do during the day!

Does anyone know if there is a way I can still do the team evaluation task to make up the grade?

It is truly inspiring to live in a jurisdiction where the legal system demonstrates such rigorous, evidence-based empathy for the most marginalised group in higher education, that is, a serial bathroom voyeur with a smartphone.

For those who missed this recent triumph of Victorian jurisprudence, let’s review the facts. A 23-year-old international biomedicine student at the University of Melbourne was caught secretly recording over 100 to 150 women in campus restrooms and student housing. And by "caught," it means caught again, establishing a behavioural trend, given his prior prosecutions for the exact same offence.

Naturally, the Melbourne Magistrates' Court executed a comprehensive risk assessment, weighed the aggregate psychological distress of 150 victims against the potential decay of one young man's career trajectory, and delivered the ultimate penal intervention:

A 12-MONTH ADJOURNED UNDERTAKING WITH ZERO RECORDED CONVICTIONS.

The question is, in a properly calibrated legal framework, why let a minor externality like "systematically violating the basic safety of 150 women" disrupt a bright young scholar's resume?

The "Non-Physical" Defense

The magistrate’s ruling hinged on a brilliant piece of legal semantics: the offence was classified as "not physical in nature."

From a purely mechanical standpoint, this logic is infallible. The perpetrator didn't actually transfer kinetic energy into his subjects; he simply captured ambient photons bouncing off unsuspecting people in very private bathroom stalls and processed them through a CMOS digital sensor.

Since receiving reflected light waves through an optical lens leaves the target’s physical state entirely unaltered, no measurable damage occurred. Submitting dozens of women to permanent baseline anxiety in public restrooms is treated as a minor qualitative externality, easily outweighed by the tragically quantifiable loss of a STEM degree's background-check value. Priorities please. 

Human Capital vs. Social Externalities

We must also admire the court's qualitative evaluation of the offender’s socio-demographic variables: he is young, studying a rigorous STEM field, and lacks local family support systems.

Do people realise the sheer cognitive load required to balance an undergraduate biomedicine curriculum while maintaining a multi-year, large-scale surveillance operation across multiple campus facilities? The time-management algorithms alone are astounding. Imposing actual legal consequences or a permanent conviction would result in a massive loss of potential human capital.

Discounting the collective anxiety of an entire campus demographic as a temporary behavioural adjustment, the court correctly identified the true systemic hazard, that being the irreparable capital loss incurred by attaching a criminal record to a biomed student’s resume.

TL;DR

A serial repeat offender secretly recording 150+ women in university restrooms, resulting in a zero-conviction pass, a 12-month pinky promise to behave, and a clear signal that Victorian courts will happily absorb massive societal costs to protect the career metrics of a STEM student.

Proving that as long as your optical devices stay on your side of the stall door, the courts will safeguard your big bright future.

sigh

to anyone who is majoring in pharmacology, are there a lot of labs or is it more content heavy cs im more interested in labs, a half of both is good. Also are the lecturers good at teaching the units? and how difficult were the exams on a scale of 10?