Cadastral Surveying & Land Development

This subject has the following teaching availabilities in 2010:

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Subject Description, Subject Objectives, Generic Skills and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the disability support scheme can be found at the Disability Liaison Unit http://www.services.unimelb.edu.au/disability/

Upon completion of this subject students should: have an understanding of the need for effective and efficient land administration systems and spatial data infrastructures (SDIs); be able to review a variety of technologies for designing and managing these systems; be able to understand and analyse a range of local and overseas approaches to land administration and SDIs in both developed and developing country contexts for sustainable development.

Topics covered include the concept of land and peoples relationship to land; evolution of cadastres and land administration systems, land administration projects as a development strategy for economic growth and poverty reduction; the cadastral concept and legal, fiscal, multi-purpose and marine cadastres, marine administration; cadastral surveying and mapping - boundary options and technical options; principles and concepts of land registration; rights, restrictions and responsibilities related to land in the context of informal, formal and customary tenures; cadastral systems in developing countries including informal cadastres, parallel cadastres, customary tenures; relevant international declarations and statements concerned with land administration; cadastral reform; land administration 'tool box'; institutional arrangements supporting land administration; spatial data infrastructures - principles, issues and case studies; relationship between LA and SDLs digital cadastral data bases; modelling, designing and evaluating cadastral and land administration systems; land administration concepts, land markets and their relationship to planning, valuation and cadastre; access to land information; land administration and spatial information systems in Victoria and associated government policy; the role of licensed cadastral ­surveyors.

On completion of this subject students should:

• Have an understanding of the need for effective and efficient land administration systems and spatial data infrastructures (SDIs)
• Be able to review a variety of technologies for designing and managing these systems
• Be able to understand and analyse a range of local and overseas approaches to land administration and SDIs in both developed and developing country contexts for sustainable development.

• One 3-hour written examination at the end of semester (40%);
• A 4000-word major project report (20%). One 30-minute oral group presentation of the major report (20%);
• Tutorial assignments and participation (20%).

Information Not Available

This subject is not available as a breadth subject.

On completion of this subejcet students should have:

• Ability to apply knowledge of basic science and engineering fundamentals
• In-depth technical competence in at least one engineering discipline
• Ability to undertake problem identification, formulation and solution
• Ability to utilise a systems approach to design and operational performance
• Ability to function effectively as an individual and in multi-disciplinary and multi-cultural teams, with the capacity to be a leader or manager as well as an effective team member
• Understanding of the social, cultural, global and environmental responsibilities of the professional engineer, and the need for sustainable development
• Understanding of the principles of sustainable design and development
• Understanding of professional and ethical responsibilities and commitment to them
• Capacity for independent critical thought, rational inquiry and self-directed learning
• Intellectual curiosity and creativity, including understanding of the philosophical and methodological bases of research activity
• Openness to new ideas and unconventional critiques of received wisdom
• Profound respect for truth and intellectual integrity, and for the ethics of scholarship
• International awareness and openness to the world, based on understanding and appreciation of social and cultural diversity and respect for individual human rights and dignity