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Courses & Units
Bachelor of Economics and Bachelor of Information and Communication Technology (33M)
Overview Career outcomesCourse structure Entry requirements Fees & scholarships
This course is in teach-out and is not accepting new admissions
ATAR Clearly-In Rank
Clearly-in Rank
The Clearly-in Rank is the lowest score at which students were granted entry in the first offer round in 2015.
The Clearly-in rank should be used as a guide for entry. Note: entry to some courses requires a combination of criteria (ie. folio, interview, GMAT) not just ATAR alone.
See entry requirements
mode.loadCategory not equal to Part Time
Minimum 4 Years, up to a maximum of 9 Years
Duration refers to the minimum and maximum amounts of time in which this course can be completed. It will be affected by whether you choose to study full or part time, noting that some programs are only available part time.
Semester 1, Semester 2
What is an ATAR
Course rules
Australian Qualification Framework level: 7
Commonwealth Supported places available
This course may not be available to international students. Please see the list of distance courses (i.e. online and taken outside Australia) that are offered to international students
View archived years for this course
For years prior to 2015, please view the Course and Unit Handbook Archive
View the current year's course page
A great economist uses ideas, data and models to uncover the workings of the economy. Information and communications technology (ICT) has profoundly changed the way economists function. Economists with strong ICT skills have enhanced analytical skills. This combined degree merges the study of ICT with an economics specialisation, with an emphasis on developing analytical skills. This degree is an opportunity to gain qualifications that will provide more breadth and offer wider opportunities for employment.
In the Economics component of the degree, you choose a major in either Economic Foundations or Economic Analysis and complete a compulsory minor in Economics.
In the ICT component of the degree, you complete the compulsory ICT Professional major and choose a second major in either Games and Creative Technology or Software Development.
The Bachelor of Economics component allows students to develop a detailed understanding of the economic issues and factors, both national and international, that determine how macro and micro economic systems are organised and how decisions are made by individuals, firms, and governments.
The Bachelor of Information and Communication Technology (BICT) component aims to give students the opportunity to explore a broad range of aspects of ICT, and to graduate them with knowledge and skills in a variety of key areas of ICT for a lifelong career. The combined degree offers units across the complete spectrum of ICT, ranging from non-technical areas such as the nature of information and organisational needs for ICT, through the hardware, software, network and creative technologies which are used to satisfy these needs, to the communication, design, development and management skills needed to create, implement and integrate ICT components. It produces ICT professionals who are confident and articulate team players, and who are attuned to the needs, methods and attitudes of business and society. It also aims to provide ICT students with the skills and knowledge to take on appropriate professional positions in industry upon graduation and grow into leadership positions, achieve entrepreneurial ambition, or pursue research and graduate studies in ICT.
Graduates of the BEc-BICT combined degree should expect to have the same career outcomes as identified for the Bachelor of Economics and Bachelor of ICT. Graduates of the combined degree would be particularly valuable to government and large business organisations.
The BICT degree has been developed in consultation with the Australian Computer Society (ACS), but as a new degree full accreditation can only be received after there have been some graduates. Professional level accreditation of the course will be sought. It is anticipated that graduates of the BEc-BICT will be eligible for membership of the ACS.
There are no professional bodies in the economics discipline. While undertaking the Bachelor of Economics degree, students can apply to become special members of the Economics Society of Australia. See membership information.
ICT Component
Compulsory major
ICT Professional (combined)
Compulsory introductory units
Programming Fundamentals
This unit will provide students with an overview of programming and its role in problem solving and strategies for designing solutions to programming problems with reference to the Java programming language. Beginning with the fundamental characteristics of computers and how…
Credit Points: 12.5
Attendance options
Hobart Semester 1
Launceston Semester 1
Key: On-campus Off-Campus International students Domestic students
View all details for KIT101 Programming Fundamentals
NOTE KIT101 may be replaced by an alternative unit (KIT103 or KIT106) if you have completed Year 12 Computer Science. Please contact a Faculty Officer to discuss.
Introduction to Data Science
This unit will explain the relationship between data, information and knowledge and introduce a number of different tools for managing, storing, securing, modelling, visualizing and analysing data. This unit will provide an understanding of how data can be manipulated to…
View all details for KIT102 Introduction to Data Science
ICT Architecture and Operating Systems
Today's modern integrated technology is built on ICT systems that run in a range of contexts (e.g. Servers, PCs, mobile computing, robotics) using a range of technological solutions. This unit will provide students with an introduction and broad overview of…
View all details for KIT104 ICT Architecture and Operating Systems
ICT Professional Practices
An undergraduate student needs to acquire an understanding of the vast and diverse nature of the ICT industry to plan and manage a successful career. Students develop awareness of the skills, attributes, qualities and values required of ICT professionals. Students…
View all details for KIT105 ICT Professional Practices
Compulsory intermediate units
ICT Project Management and Modelling
This unit provides both a theoretical and practical overview of project management as it relates to technology-oriented projects. Specifically, this unit will introduce project management principles, techniques and tools that can be used to guide traditional business-oriented ICT projects, as…
Hobart 5 Week Session Feb A
Hobart 5 Week Session Mar
Launceston 5 Week Session Feb A
View all details for KIT203 ICT Project Management and Modelling
Data Networks and Security
This unit introduces students to fundamentals of distributed networked environments, primarily focusing on wired networks but students will examine some of the different approaches in wireless networks. It provides knowledge of internetworking standards and understanding of the networking architecture, technology…
View all details for KIT201 Data Networks and Security
Compulsory advanced units
ICT Project A
The capstone project units provides an opportunity for students to consolidate the knowledge and skills they have acquired in their course and apply them to a substantial ICT project. This unit extends students' development of the professional, technical, communication and…
View all details for KIT301 ICT Project A
ICT Project B
This will be a continuation of ICT Project A but includes some new learning experiences such as testing, advanced implementation, documentation and integration. Students will be required to present their solution.…
View all details for KIT302 ICT Project B
Choose 1 major from the following list:
Games and Creative Technology
In the Games and Creative Technology major students will develop skills that are essential for the game designer, such as 2D and 3D modelling, using level editing tools, and scripting. Students will also learn to develop sophisticated and innovative creative products that reach beyond gaming, into heath, tourism and so much more.
This unit extends the students' knowledge and experience of programming. It introduces dynamic data structures, foundational collection abstract data types, simple object-based design, and rudimentary algorithm analysis. Programming is undertaken in Java and C and topics include: specifying and implementing…
View all details for KIT107 Programming
Games Fundamentals
Games (whether they be video games, console games, computer games, mobile games, or web games) differ from other media as they elevate the viewer to the level of a participant. Games are an ever-growing cultural phenomenon, which has increasing relevance…
View all details for KIT109 Games Fundamentals
This unit extends the first year treatment in KIT107 of standard data structures and algorithms for solving computational problems. Topics include: data structures (such as balanced trees and hash tables) for collections, (binary heaps for) priority queues, sorting algorithms (e.g.…
View all details for KIT205 Data Structures and Algorithms
Game Design and Production
This unit introduces the topic of game design. Students will work in teams to design and document a game and develop a simple prototype of their design using an agile development methodology. Design topics that will be covered include concept…
View all details for KIT207 Game Design and Production
This unit is concerned with the development of applications for mobile and ubiquitous computing platforms.Android, iOS, and cross-platform web apps will be used as a basis for teaching programming techniques and design patterns related to the development of mobile and…
View all details for KIT305 Mobile Application Development
Computer Graphics and Animation: Principles and Programming
This unit will look at the programming foundations of 2- and 3-dimensional graphics and animations. The mathematical and algorithmic techniques used in generating computer graphics and animations will be covered, as well as the programming methods to build the tools…
View all details for KIT307 Computer Graphics and Animation: Principles and Programming
Choose 1 advanced unit from the following list:
BLD301
Project Planning and Evaluation
This unit is designed to provide you with an opportunity to use the knowledge and skills developed in previous entrepreneurship units (and other units) to plan, research and implement entrepreneurial projects. You can choose an agreed industry workplace project, or…
This unit is currently unavailable.
View all details for BLD301 Project Planning and Evaluation
This unit focuses on the process of innovation, from an initial idea to the successful exploitation of a business opportunity. Innovation is not just limited to new products and new services, but applies also to new production techniques, new operating…
View all details for BLD302 Entrepreneurship and Innovation
FSE350
Digital Imaging A
Introduces digital imaging technologies, techniques, and aesthetics, focusing upon art and design related applications. The unit provides a practically orientated foundation in digital imaging principals, from image capture to output, developing image manipulation concepts and abilities.…
View all details for FSE350 Digital Imaging A
Digital Imaging B
Builds on the foundation of FSE250/35 or FSE120, and offers the opportunity to develop a more sophisticated or specialised understanding of image manipulation concepts. In consultation with staff, students research and develop an imaging project.…
View all details for FSE351 Digital Imaging B
WWW (World Wide Web) Design
Having a website is essential for professional artists and designers. Being able to select an appropriate web strategy and design and implement it have become mainstream skills for designers and communications. By undertaking this unit, you will extend your understanding…
View all details for FSE353 WWW (World Wide Web) Design
2D Animation and Compositing
Gain an insight and skills with one of the most intriguing and captivating of contemporary art forms. Bringing objects and ideas to life through frame-by-frame animation and compositing has become much more accessible in recent years through digital technology.Through three…
View all details for FSE354 2D Animation and Compositing
Through set projects and critiques, students study sound as an art medium, incorporating radio art, installation, sound for moving image and sound as a sculptural element. The emphasis is placed on conceptual and skills-based development using personal computer software processes,…
View all details for FSE356 Sound
Examines video as a contemporary art medium. The unit introduces students to pre-production processes, including script development and location/resource management, the use of portable equipment, and post-production skills. Students undertake a short project that develops control of location and sound/image…
View all details for FSE358 The Moving Image
3D Modelling and Animation
Computer based 3D modelling and animation techniques have become one of the defining modes of expression of the 21st century. From animated movies through to concept design and prototyping, skills in visualizing 3D concepts are a useful addition to the…
View all details for FSE360 3D Modelling and Animation
Designing successful interaction with technology is a key skill in the 21st century. By undertaking this unit you will gain the opportunity to extend your understanding and enhance your experimental skills by exploring interaction design with technology. Interaction Design can…
View all details for FSE361 Interactive Design
GIS: Advanced Spatial Analysis
This unit builds on KGG212 GIS: Spatial Analysis and focuses on advanced aspects of spatial data analysis, including practical aspects of programming for GIS customisation. At the start of semester you will spend one day in the field collecting GPS…
View all details for KGG375 GIS: Advanced Spatial Analysis
ICT System Acquisition and Integration
In this unit students will be introduced to the key concepts and principles involved in the sourcing, integration and management of ICT assets as a key organisational resource. The unit examines two strategic themes: organisational approaches to the sourcing and…
View all details for KIT303 ICT System Acquisition and Integration
Server Administration and Security Assurance
This unit will provide students with a general introduction to system administration. On completion of the unit, students are equipped to administer enterprise computer systems that meet enterprise users requirements for functionality, capacity, performance, availability, scalability, and security. The unit…
View all details for KIT304 Server Administration and Security Assurance
In today's world, the prevalent use of technology and automation have resulted in an explosion in the quantity of data, often referred to as "big data", accumulated by business and by researchers. Data warehouses have been used to set up…
Hobart 5 Week Session Jan A
View all details for KIT306 Data Analytics
Multicore Architecture and Programming
This unit exposes students to historical approaches to increased processor efficiency, such as pipelining and superscalar design, before concentrating on a key concept of modern computer architectures: multicores. Both CPU and GPU architectures will be explored in this context and…
View all details for KIT308 Multicore Architecture and Programming
3D Games Programming
This unit will introduce students to a number of topics related to 3D games programming. Students will learn about: low level game engine programming by extending a basic rendering framework; high level game logic programming by writing scripts to implement…
View all details for KIT309 3D Games Programming
ICT R&D Project 3
To develop within the student a desire to undertake a career in research. The projects will provide a taster for honours with substantial research projects requiring a proposal, a plan, a mini-literature review and significant outputs. Students will develop an…
Hobart Summer school (early)
View all details for KIT310 ICT R&D Project 3
Social and Cultural issues of Interactive Digital Media
Interactive digital media usage has exploded over the past decade. People are interacting with a variety of media: checking messages on a mobile phone; buying a game on line; updating a social networking profile. More recently, interactive digital media have…
View all details for KIT311 Social and Cultural issues of Interactive Digital Media
This unit covers the methods, issues and opportunities that organisations have when planning and evaluating ICT. The unit delivers fundamentals on IS/IT strategic planning with a view of realising benefits for their IT investment. Other contemporary issues such as offshoring,…
View all details for KIT312 Information Systems Management
In this unit students will be introduced to the broad, inter-disciplinary area of human-computer interaction (HCI) with special emphasis on iteration design and user interface design.Lectures cover the design, development and evaluation of computing technologies, including desktop computing, mobile computing…
View all details for KIT313 Human Computer Interaction
Algorithmic Programming (Elite)
This unit will provide highly able students with an opportunity to extend their knowledge of algorithms and their ability to solve algorithmic problems through to the point of a working program implementing the algorithmic solution. The unit will have a…
View all details for KIT314 Algorithmic Programming (Elite)
Topics in Artificial Intelligence (Elite)
This unit will extend the treatment of two or three of the areas of AI introduced in KIT108, adding more depth and having a more technical focus. The specific topics may vary between years, reflecting the expertise of the staff…
View all details for KIT315 Topics in Artificial Intelligence (Elite)
Programming for Concurrent, Distributed and Parallel Systems (Elite)
This unit focuses on the design and programming techniques essential for developing distributed software systems and applications - with Java as the teaching language. The unit presents concurrent programming primitives and concepts for distributed systems. The unit also focuses on…
View all details for KIT316 Programming for Concurrent, Distributed and Parallel Systems (Elite)
Sensor Networks and Applications (Elite)
Sensor networks are found everywhere: industry processes, cars, airplanes, robots, in the environment, farms, in hospitals, on space and on our phones. Sensors play a key role in our daily life activities. This unit will introduce students to ways of…
View all details for KIT317 Sensor Networks and Applications (Elite)
Big Data and Cloud Computing (Elite)
In recent years, due to advancement of internet technologies and instrumentation of every part of our life, we have noticed a huge surge in data available to us. This revolution is termed as Big Data. This Big Data cannot be…
View all details for KIT318 Big Data and Cloud Computing (Elite)
Topics in eHealth (Elite)
This unit is designed for students who have an interest in learning about challenges in the development, implementation and evaluation of technology infrastructures, applications and services to support health. The unit is also designed for students considering pursuing a research…
View all details for KIT319 Topics in eHealth (Elite)
Programming Paradigms (Elite)
A particular programming paradigm not only dictates a programming language's syntax but also strongly influences how one solves problems using that language. This unit examines programming paradigms from low-level assembler through to the advanced functional language Haskell. Specific topics covered…
View all details for KIT320 Programming Paradigms (Elite)
Participatory Design
Failure to involve end-users in design or to actively engage them in the processes of technology adoption and implementation continues to be one of the biggest reasons for IT failure. However, involving end-users is highly complex and raises important questions…
View all details for KIT322 Participatory Design
A serious game is a digital game designed for a primary purpose beyond pure entertainment, such as education, behavioural change, or raising awareness of an issue. KIT321 Serious Games introduces the concepts, issues and techniques related to the design of…
View all details for KIT323 Serious Games
KNE345
Design of Microprocessors and Microcontrollers
The unit is directed at building on the fundamentals of digital electronics engineering acquired in the second year of the course to provide technical competence in digital electronic systems, particularly in the design of microprocessor based systems.Topics include: The operation…
View all details for KNE345 Design of Microprocessors and Microcontrollers
Software Development (BICT)
The Software Development major considers the entire development lifecycle with a focus on identifying and analysing the user needs and using them during the selection, implementation, evaluation, integration or administration of an ICT system. Students develop the technical skills for analysis, design, and implementation of an ICT application, interface, system, or process to meet desired needs.
The unit provides an introduction to many AI sub-fields, including: expert systems, machine learning, natural language processing, computer vision, intelligent agents. Students will be exposed to state-of-the-art examples as well as emerging technologies and get practical experience of solving interesting…
View all details for KIT108 Artificial Intelligence
Software Design and Development
This unit focuses on the nature of systems design, implementation and testing as phases within the systems development process. The unit develops practical skills in designing, implementing and testing desktop computer programs, focusing on ones having graphical user interfaces that…
View all details for KIT206 Software Design and Development
Economics Component
Degree Core Knowledge
BEA111
Principles of Economics 1
Principles of Economics 1 enables you to improve your decision-making in all domains of your life. The unit will enable you to better understand aspects of the microeconomic policy environment in which you operate, and to apply the key economic…
Cradle Coast Semester 1
Hong Kong Universal Ed Semester 1
Shanghai Ocean University Shanghai Semester 2
View all details for BEA111 Principles of Economics 1
Principles of Economics 2 facilitates improved decision making in all domains of your life. You will develop a better understanding of aspects of the macroeconomic policy environment in which business managers operate and the choices faced by policy makers in…
Environmental and Resource Economics 1
Practical, public policy-orientated lectures and tutorials will explore a range of topics such as the management of water in a dry county, climate change, energy and biodiversity. Building on the knowledge gained in BEA111, this unit explores the concepts and…
View all details for BEA101 Environmental and Resource Economics 1
Intermediate Microeconomics has two main purposes. First, it provides you with the basic foundations of economics. Starting from a number of fundamental assumptions, this unit develops the neoclassical theory of the optimising behaviour of consumers and firms and the process…
View all details for BEA200 Intermediate Microeconomics
Intermediate Macroeconomics equips you with the macroeconomic theories used in the 'real world', for example, by Treasury officials in formulating the Government Budget, or by business economists forecasting GDP and inflation. The unit expounds the IS-LM models allowing you to…
View all details for BEA220 Intermediate Macroeconomics
BAA315
Cross Disciplinary Capstone Project
This unit is a core unit for students completing degree combinations involving the Bachelor of Business and Bachelor of Economics, and is designed to draw together the disciplinary knowledge developed in the constituent parts of their combined degree. In this…
View all details for BAA315 Cross Disciplinary Capstone Project
Plus any two elective units offered by the Tasmanian School of Business and Economics
Choose 1 major from the following:
Quantitative Methods provides you with a foundation in the mathematics of finance and statistical descriptions and analysis appropriate for the study of, and professional practice in, business, economics, accounting, finance, management and marketing. The primary emphasis is on understanding the…
View all details for BEA140 Quantitative Methods
Quantitative Economic Analysis
This unit provides economics and business students with basic quantitative techniques that help them analyse Economics problems . To some extent many of the mathematical tools covered will already be familiar to students from TCE Mathematics Applied. Since students will…
View all details for BEA142 Quantitative Economic Analysis
Compulsory intermediate unit
Introduction to Econometrics
This unit provides you with an introduction into the econometric methods that can be used to examine the strength and form of relationships between economic variables. More specifically, you will examine the theory and use of the Linear Regression Model…
View all details for BEA242 Introduction to Econometrics
Choose 1 intermediate unit from the following list:
BEA202 provides you with an understanding of a wide range of issues related to international trade theory, policy and contemporary global issues. In undertaking the unit, you will develop knowledge of both the micro and macro aspects of the international…
View all details for BEA202 International Economics
Thinking Strategically: The Competitive Edge
Strategic thinking is the art of outdoing an adversary, knowing that the adversary is trying to do the same to you. All of us must practice strategic thinking at work, as well as in everyday life. As a business manager,…
View all details for BEA236 Thinking Strategically: The Competitive Edge
Macroeconomic Theory and Policy
This unit presents you with an advanced undergraduate level treatment of macroeconomic theory and policy. The unit provides an analysis of macroeconomic theory and development of modern macroeconomic modelling framework with emphasis on the role of monetary policy, fiscal policy…
View all details for BEA320 Macroeconomic Theory and Policy
Evaluating Alternatives
This unit builds on an understanding of microeconomic concepts in order to provide you with an introduction to several widely-applied economic evaluation and impact-assessment methods. Informing decision-makers about how best to allocate scarce resources is a key role for economists…
View all details for BEA332 Evaluating Alternatives
Microeconomic Theory and Policy
This unit forms one of the capstone units of the suite of core economics. You will develop your understanding of microeconomic theory, and its application, to a range of policy issues, bringing together aspects of welfare economics, cost-benefit analysis and…
View all details for BEA300 Microeconomic Theory and Policy
This unit provides you with the techniques required to quantify the magnitude, strength and form of relationships between variables and the strategies that you will need to employ to use these techniques effectively. More specifically, you will examine the theory…
View all details for BEA342 Econometrics
Economic Foundations
Banking and Financial Institutions
In undertaking this unit you will examine the institutional structure of the Australian and international financial systems, considering:the different roles of intermediaries and markets, and the role they play in the flow of funds in the economy; the use of…
View all details for BEA321 Banking and Financial Institutions
Industrial Organisation
In undertaking this unit you will develop an analytical basis for evaluating the impact of policy on the economic performance of industries. You will examine government policies relating to industry in Australia, particularly competition policy; and consider the impact of…
View all details for BEA305 Industrial Organisation
Environmental and Resource Economics
This unit provides you with the framework and tools required to critically analyse many topical natural resource and environmental debates from an economic perspective. The basic economic concepts you covered in first year are reviewed and extended to examine fundamental…
View all details for BEA308 Environmental and Resource Economics
You must enrol in BEA101 Environmental and Resource Economics 1 in your degree electives on your study plan to take this major.
The goal of this unit is to provide a thorough understanding of key topics in environmental and natural resource economics. While the emphasis is on the economic approach to issues and debates on environmental and resource problems, you are provided…
And 3 from the following units:
Economics of the Antarctic, Sub-Antarctic and Southern Ocean
BEA312 Economics of the Antarctic, Sub-Antarctic and Southern Ocean examines the impact of direct anthropogenic activity and the global problems associated with climatic and sea level changes occurring in the southern region. The purpose of the unit is to explore…
View all details for BEA312 Economics of the Antarctic, Sub-Antarctic and Southern Ocean
Energy Economics and the Environment
Energy is a key input for a well-functioning economy and is essential for maintaining our modern way of life. Energy influences many dimensions of our economic and social lives. Ensuring future responsible (sustainable) and equitable access to affordable energy is…
View all details for BEA313 Energy Economics and the Environment
Fisheries Economics
The goal of this unit is to provide a thorough understanding of key topics in marine and fisheries economics. While the emphasis is on the economic approach to issues/debates on marine resource policies and problems, you are provided with a…
View all details for BEA314 Fisheries Economics
Valuing Nature
This unit, therefore will build on the theory and practical knowledge taught in BEA201 Environmental and Resource Economics and explore the concept of environmental valuation, ecosystem services and the related economics. You will have the opportunity to develop a theoretical…
View all details for BEA315 Valuing Nature
In the Bachelor of Economics and Bachelor of Information and Communication Technology, you study 32 units (or the equivalent of 300 credit points) from the schedule.
Unit level requirements for the degree are: between 8-12 units at introductory level, 8-16 units at intermediate level and 8-16 units at advanced level.
The combined degree requirements consist of a total of 16 units to each component comprising:
A compulsory BICT major of 8 units: 4 introductory, 2 intermediate & 2 advanced units
A second BICT major of 8 units: 2 introductory, 2 intermediate & 4 advanced units
An Economics major of 8 units: 2 introductory, 2 intermediate & 4 advanced units
An Economics minor of 4 units: 2 introductory, 2 intermediate level units
Degree electives: 3 units in the BEc component.
Two Breadth units chosen from this list - http://www.utas.edu.au/students/breadth-units
In the Bachelor of Economics component you choose from two majors, either Economic Analysis or Economic Foundations, enrol in the compulsory Economics minor and choose 3 degree electives and a breadth unit.
Bachelor of ICT
In the Bachelor of ICT component you must complete the compulsory ICT Professional major and then choose between either the Software Development major or Games and Creative Technology major.
Domestic students must meet the University's General Entry Requirements.
International students must meet the Admission Requirements for International Students.
International students must provide one of the following: UTASAccess Level 6 with a minimum overall score of 60% and no individual skill below 55%; or an IELTS score with an overall Band of 6 and no band less than 5.5; or a TOEFL (iBT) overall score of 72 (no individual skill must be lower than: Reading 10; Listening 9; Speaking 16; and, Writing 19) or a PTE Academic overall score of 50 with no score lower than 42, or provide evidence that you have studied for 2 years full-time with English as the sole medium of instruction and examination. These tests must not be more than 24 months old.
Subject prerequisites:
Bachelor of Economics component
The BEc component of the degree has a subject prerequisite of General Mathematics (MTG315115) or an equivalent pre-tertiary or higher level mathematics subject. Applicants who do not have the mathematics prerequisite and who wish to enrol in the BEc-BICT should contact the TSBE Academic Administration Office on 1800 030 955 or enquiries@business.utas.edu.au concerning a pathway into this component of the combined degree. Students returning to study either after a long absence or new students who have the mathematics prerequisite but who lack confidence in their quantitative skills should enrol in UPP075 Bridging Maths, XAB090 Transition Maths or BEA109 Introduction to Quantitative Methods, or KMA003 Mathematics Foundation Unit before enrolling in BEA140 Quantitative Methods or BEA142 Quantitative Economic Analysis.
International students who have the mathematics prerequisite but who lack confidence in their quantitative skills and who would like to undertake a mathematics bridging program may only take BEA109 Introduction to Quantitative Methods.
Bachelor of Information and Communication Technology component
While no prerequisites apply for the degree, students who have not successfully completed Mathematics Applied (MTA315109) or an approved equivalent unit are recommended to complete KMA003 Mathematics Foundation Unit, or UPP075 Bridging Maths, or BEA109 Introduction to Quantitative Methods. Similarly, students who have not successfully completed Computer Science (ITC315108 or ITC315113) or an approved equivalent unit must complete either KIT001 Programming Preparation or KIT101 Programming Fundamentals before commencing KIT107 Programming.
If you have completed an AQF-recognised Diploma or Advanced Diploma in a business related discipline from an Australian TAFE or other RTO may be eligible for advanced standing into the degree. Advanced standing for study already undertaken within another degree at UTAS, or at an Australian or overseas tertiary institution, may also be granted.
Depending on the course of study and the majors chosen, you may not be able to use all of the credit that has been granted, for example, credit for unspecified electives. If you wish to be considered for credit/advanced standing, please contact the TSBE Academic Administration Office at: enquiries@business.utas.edu.au.
Further information on the credit policy for the Tasmanian School of Business and Economics is available at: www.utas.edu.au/business-and-economics/student-resources/credit-for-prior-study
If students have completed the Polytechnic Diploma of Information Technology they may be granted up to one year's advanced standing.
Students who have completed a Polytechnic Certificate IV in IT are eligible to enrol in the BICT concurrently with the Diploma of IT and Advanced Diploma of IT to complete all in four years (part time studies also available).
Arrangements will be made with international universities/colleges to articulate into the BICT and students with 8 or more units credit transfer will be required to do the compulsory bridging unit KIT209 as one of their remaining units.
If you wish to be considered for advanced standing please contact the SET Faculty Office.
In the case of international students, credit for previous tertiary study will be determined on application and, if granted, included with your offer letter.
Fees & scholarships
Domestic students enrolled in a full fee paying place are charged the Student Services and Amenities Fee but this fee is incorporated in the fees you pay for each unit you enrol in. Full fee paying domestic students do not have to make any additional SSAF payments.
Domestic students enrolled in a Commonwealth supported place will be charged a fee based on the number of units a student enrols in. In 2018, this fee is $44.70 per unit. In 2018, the maximum charge for full time students is $298.
2018 Total Course Fee (international students): $116,965 AUD*.
Course cost based on a rate of $27,750 AUD per standard, full-time year of study (100 credit points).
* Please note that this is an indicative fee only.
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International students are charged the Student Services and Amenities Fee but this fee is incorporated in the annual rate. International students do not have to make any additional SSAF payments.
For information on general scholarships available at the University of Tasmania, please visit the scholarships website.
Do you have any questions about choosing a course or applying? Get in touch.
Course.Info@utas.edu.au
Authorised by the Registrar & the Executive Director, Marketing and Communications
© University of Tasmania, Australia. ABN 30 764 374 782. CRICOS Provider Code 00586B


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These changes are driving companies towards higher transparency, and instead of fighting against it, one must adapt to the change and place the customer at the center of the circular equation, instead of in a linear funnel.
It used to be that if you wanted to build a great product, your product had to be 10 times better. The new version of that is that your customer experience has to be 10 times better than your competition. The companies such as Uber, Dollar Shave Club, and Spotify had their breakthroughs because of their simple -and-smooth approach towards customers. They have created a whole new playbook on how to grow your startup and scaleup.
During his fireside chat, Brian stated, that the attitude in employee activism has recently changed. The wall between the employer and employee has been broken, yet there is still a huge trust issue in many companies to be fixed. Brian advises companies to embrace the change, because the worst you can do is fight these trends. A lot of companies spend their time building the best, most unique product, in order to attract customers. In today's day and age, you need to think about your company's culture in a very similar way – to be valuable to your customers.
Who does Brian look up to? The CEO's of Microsoft, Satya Nadella and Google's Sundar Pichai. According to him they are great examples of modern management culture, in which they choose to spend more of their time with the company than the press.
As the discussion was nearing to its end, Brian shared one of the mistakes that he wish he knew back when he started Hubspot. Brian admitted wishing that he would have hired more people who were not his friends from school and who looked and sounded alike. Hiring people who are too similar to you creates a vicious circle in which it becomes harder and harder to reach talent which is different to you. Diversity helps in decision-making. And it helps the most when you make those decisions early on.
Stuck in the Meeting Area during Brian's discussion? Good for you! Catch up on Slush at slush.org/live.


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Senator Collins recognizes the importance of restoring and improving our nation's crumbling roads, bridges, and other critical infrastructure. As the Chairman of the Senate Appropriations Subcommittee on Transportation and Housing and Urban Development, Senator Collins has the unique ability to help establish our nation's transportation priorities, while working to help ensure that Maine's needs are addressed. She has provided strong funding for transportation projects nationwide and represented a thoughtful approach to infrastructure investment. Senator Collins has also long been a leader in efforts to end runaway and youth homelessness.
Washington, D.C. — U.S. Senators Susan Collins, the Chairman of the Transportation, Housing and Urban Development Appropriations Subcommittee, and Angus King, announced that the U.S. Department of Transportation (DOT) has awarded a total of $3,317,011 in funding to 10 airports in Maine. The funding was awarded through the Federal Aviation Administration, an agency within the DOT.
Washington, D.C. — U.S. Senators Susan Collins and Angus King and U.S. Representative Chellie Pingree sent a letter to the Office of Management and Budget and the acting Assistant Secretary of the Army for Civil Works, who oversees the Army Corps of Engineers, urging them to prioritize the critical need for maintenance dredging of York Harbor and the Saco River. Neither site has been dredged in more than two decades, creating significant safety and navigational access concerns.
Click HERE for a copy of Senator Collins' remarks as prepared for delivery.
Washington, D.C. - As the era of driverless cars and trucks approaches, U.S. Senators Susan Collins (R-ME) and Jack Reed (D-RI), the Chairman and Ranking Member at the helm the Senate Appropriations Subcommittee on Transportation, Housing, and Urban Development (THUD), are asking the U.S. Government Accountability Office (GAO) to examine the impact self-driving trucks will have on the two million Americans who currently work as truck drivers and the communities where they live.
Washington, D.C. — Deficient roads are costing motorists in Maine $1 billion annually in vehicle damage, congestion delays, and traffic crashes. In Portland, these costs can exceed $1,000 per motorist.
WASHINGTON, D.C. – U.S. Senators Susan Collins and Angus King today announced that the Environmental Protection Agency has awarded rebates totaling $200,000 to school districts in Kennebunk and Sullivan. The funding will help replace or retrofit older diesel school buses with newer buses that are more fuel efficient and will reduce pollutants that can be harmful for public health. RSU 21 in Kennebunk will receive $160,000 for eight buses, and Regional School Unit 24 in Sullivan will receive $40,000 for two buses.
Washington, D.C. — U.S. Senator Susan Collins congratulated Jon Brockway of Westbrook, a professional truck driver for Walmart Transportation, on being named a Captain of the American Trucking Association's (ATA) America's Road Team, a public outreach program that educates the public about highway safety. Senator Collins met with Jon in her Washington, D.C., office.
Washington, D.C.—With U.S. Senator Susan Collins' support, the Senate passed the Water Infrastructure Improvements for the Nation Act, a major bipartisan water infrastructure bill that authorizes dozens of crucial port and harbor projects across our country, including the Portsmouth Harbor and Piscataqua River Navigation Project, as well as key safe drinking water investments. The legislation will now go to the President's desk for his signature.
Cars that drive themselves and avoid accidents. Seniors and disabled individuals able to retain or gain their ability to get around town in autonomous vehicles. At first, it sounds like science fiction or an advance far off in the future. But this technology is being tested and perfected right now, and it could save thousands of lives.
Washington, D.C. — U.S. Senator Susan Collins released the following statement after the Senate passed the Water Resources Development Act (WRDA) of 2016 this afternoon 95-3.
"This bipartisan water infrastructure bill will help create good jobs, ensure our nation's ports and waterways remain competitive and clean, and provide urgent aid for communities across our country that are suffering from excess lead levels in their drinking water systems.
Washington, D.C. — Today, U.S. Senators Susan Collins (R-ME) and Jack Reed (D-RI), the Chairman and Ranking Member of the Transportation, Housing and Urban Development, and Related Agencies (THUD) Appropriations Subcommittee, announced the award of $1.9 million from the Federal Railroad Administration (FRA) for the Short Line Safety Institute (SLSI) to enhance the safety practices of short line railroads.
BANGOR, ME—U.S. Senator Susan Collins, the Chairman of the Transportation, Housing and Urban Development, and Related Agencies (THUD) Appropriations Subcommittee, announced that the Bangor Community Connector Public Transit System will receive $1,441,600 in grant funding through the Federal Transit Administration's (FTA) Buses and Bus Facilities Grants Program.
Washington, D.C.—U.S. Senators Susan Collins, Chairman of the Transportation, Housing and Urban Development Appropriations Subcommittee, and U.S. Senator Angus King announced today that Casco Bay Lines will receive $2,560,000 to help fund Phase II of the Casco Bay Ferry Terminal Renovation. The funding was awarded through the U.S. Department of Transportation's Passenger Ferry Grant Program.
Washington, D.C.—U.S. Senator Susan Collins, the Chairman of the Transportation, Housing and Urban Development Appropriations Subcommittee, applauded the U.S. Department of Transportation's (DOT) announcement today of a proposed rule that would equip large commercial vehicles with devices that limit their speeds and require those devices be set to a maximum speed.
Washington, D.C.— U.S. Senators Susan Collins, Chairman of the Transportation, Housing and Urban Development Appropriations Subcommittee, and U.S. Senator Angus King announced today that the Midcoast Regional Redevelopment Authority will receive $1,558,098 to install new energy-efficient heating systems in Hangars 4 and 5 at the Brunswick Executive Airport. The funding will be awarded through the Federal Aviation Administration's (FAA) Military Airport Program (MAP).
Washington, D.C.—U.S. Senators Susan Collins, Chairman of the Transportation, Housing and Urban Development Appropriations Subcommittee, and U.S. Senator Angus King announced today that the Auburn-Lewiston Airport will receive $899,480 through the Federal Aviation Administration's Airport Improvement Program. The grant will help fund the expansion and rehabilitation of the terminal aircraft apron.
Washington, D.C. – U.S. Senator Susan Collins, Chairman of the Transportation, Housing and Urban Development Appropriations Subcommittee, and U.S. Senator Angus King, announced that the U.S. Department of Transportation has awarded $1,014,117 to the Greenville Municipal Airport. The funding, which was awarded through the Federal Aviation Administration's (FAA) Airport Improvement Program, will help construct a parallel taxiway.
In my travels throughout Maine, I've seen first-hand the positive effects of investing in our ports, railroads, and crumbling roads and bridges to improve safety, boost our economy, and create and save much-needed jobs. As the Chairman of the Transportation Appropriations Subcommittee in the Senate, one of my highest priorities has been to improve our nation's infrastructure and to ensure that Maine's needs are addressed.
WASHINGTON, D.C.—U.S. Senator Susan Collins, the Chairman of the Transportation, Housing, and Urban Development (THUD) Appropriations Subcommittee, announced this morning that the U.S. Department of Transportation will award $10,525,000 in federal funding toward the replacement of the Beals Island Bridge in Jonesport, Maine. The funding is awarded from the successful Transportation Investment Generating Economic Recovery (TIGER) grant program.
WASHINGTON, D.C.—Following a years-long push from U.S. Senators Susan Collins (R-ME) and Jack Reed (D-RI), the Chairman and Ranking Member of the Transportation, Housing and Urban Development, and Related Agencies (THUD) Appropriations Subcommittee, the Department of Transportation (DOT) announced a proposed rule today to require a comprehensive oil spill response plan for rail carriers transporting crude oil or other high-hazard flammable liquids.
WASHINGTON, D.C.—The U.S. Senate passed a bipartisan, bicameral reauthorization of the Federal Aviation Administration (FAA) today by a vote of 89 to 4. The legislation will now go to the President's desk for his signature.
Washington, D.C. – U.S. Senator Susan Collins, Chairman of the Transportation, Housing and Urban Development Appropriations Subcommittee, and Senator Angus King, announced that the U.S. Department of Transportation (DOT) has awarded a total of $3,930,515 to the Portland International Jetport and the Bangor International Airport.
WASHINGTON, D.C. – U.S. Senator Susan Collins, Chairman of the Transportation, Housing and Urban Development Appropriations Subcommittee, and Senator Angus King, announced that the U.S. Department of Transportation (DOT) has awarded a total of $337,345 to the Biddeford Municipal Airport. The funding will be used for the removal of tree obstructions in the Runway 6 approach surface and acquire one property, which is required for the obstruction removal project.
Washington, D.C. – U.S. Senator Susan Collins, Chairman of the Transportation, Housing and Urban Development Appropriations Subcommittee, and Senator Angus King, announced that the U.S. Department of Transportation (DOT) has awarded a total of $7,151,182 in funding to two airports in Maine. The funding is awarded through the Federal Aviation Administration, an agency within the DOT.
Washington, D.C.—U.S. Senator Susan Collins, the Chairman of the Transportation, Housing and Urban Development, and Related Agencies (THUD) Appropriations Subcommittee, announced today that the U.S.
Washington, D.C.—U.S. Senators Susan Collins (R-ME) and Angus King (I-ME) introduced legislation today that would permit foreign air carriers traveling to or from Cuba to make non-traffic, transit stops in the United States.
Washington, D.C.—U.S. Senator Susan Collins, the Chairman of the Transportation, Housing and Urban Development (THUD) Appropriations Subcommittee and a senior member of the Appropriations Committee, announced today that the fiscal year (FY) 2017 THUD funding bill contains $525 million for the Transportation Investment Generating Economic Recovery (TIGER) grant program, an increase of $25 million over the FY 2016 enacted level.
Washington, D.C.—The U.S. Senate passed the bipartisan Federal Aviation Administration (FAA) Reauthorization Act today by a vote of 95 to 3. The legislation included an amendment authored by U.S.


4th Grade » Hello, October!
Things are in full swing here in 4th Grade! We are entering week 3 in our reading series, Wonders. I am finally getting the hang of the immense amount of material that is involved with this series.
We are heading into our second tests (already?!?!) in Math and Religion.
Look for information about the calendar kickoff!


If you're like me, you probably don't want to add to the heat by spending much time cooking over a hot stove, so I've compiled a quick list of ways to enjoy simple summer treats to keep you cool, hydrated, and healthy this summer.
DIY Popsicles: Simply blend together frozen berries with greek yogurt or unsweetened almond milk, pour into popsicle molds and freeze, and you've got a low sugar and high fiber refreshing treat.
Spa Water: Adding sliced fruits, veggies and herbs to cold water makes for a delicious twist on staying hydrated. Some great options are citrus fruits, cucumbers, mint, and berries. You can also use leftover herbs or fruit to make flavored ice cubes...these are a great addition to any summer get together.
Summer Salads: What's better than a filling and delicious meal that requires no cooking? When prepared right, salads can be more than just a side dish, but also hearty and nutrient dense. Enjoy summer fruits like citrus and berries, add some greens like spinach or kale, pile on the protein like pre-cooked chicken, canned and drained tuna or grilled salmon, and garnish with things like toasted nuts or seeds, feta or goat cheese, and/or a sprinkle of unsweetened dried fruit, then drizzle with your favorite vinaigrette!


Not now, Ive got to feed my llama!
Chileans can be heard singing "llama llama llama llama llama solo llama" everywhere as they wrap up a win under the awesome leadership of Greg. Yes, Greg gets his gold star today w his second solo in dc!
Just "Greg". "He's the man". "With the only name nobody in South America will ever forget, for he leads it all!
"Greg - The South American Dominator". "Got a country? Call us! We'll capture it, squash the resistance, and assimilate it into GregLand". "Your centers are our centers." "Really".
"Got Centers?" "Not any more, Greg took'em all".
EGS's are encouraged from all!


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You are here: Home / Chris Simms / CHRIS SIMMS RELEASES HIS 2020 NFL DRAFT WIDE RECEIVER RANKINGS ON NBC SPORTS' "CHRIS SIMMS UNBUTTONED" PODCAST
CHRIS SIMMS RELEASES HIS 2020 NFL DRAFT WIDE RECEIVER RANKINGS ON NBC SPORTS' "CHRIS SIMMS UNBUTTONED" PODCAST
Simms' Top Five Prospects: Oklahoma's CeeDee Lamb (#1), LSU's Justin Jefferson (#2), Alabama's Henry Ruggs III (#3), Penn State's KJ Hamler (#4), and Clemson's Tee Higgins (#5)
"This is the #1 position in the Draft. It's so deep, it's never-ending." – Simms
"CeeDee Lamb is the best wide receiver in the draft…He's almost like DeAndre Hopkins in size, but Jarvis Landry with the ball in his hands." – Simms
"One of my favorite players in the draft. I don't understand why he's not getting more hype." – Simms on Justin Jefferson
"This is a guy like Tyreek Hill…You can't look at him as a traditional wide receiver. He is a weapon." – Simms on Henry Ruggs III
STAMFORD, Conn. – April 1, 2020 – NBC Sports' Chris Simms unveiled his wide receiver draft rankings, discussing this year's top prospects heading into the 2020 NFL Draft, on the Chris Simms Unbuttoned podcast. In the episode, Simms ranks and breaks down the best prospects in this year's premier position, including Oklahoma's CeeDee Lamb, LSU's Justin Jefferson, Alabama's Henry Ruggs III and Jerry Jeudy, Penn State's KJ Hamler, Clemson's Tee Higgins, and more.
Simms, a third-round pick of the Tampa Bay Buccaneers in the 2003 NFL Draft who played eight NFL seasons, is joined by NBC Sports' Paul Burmeister on the podcast. The two offer in-depth breakdowns, potential draft sleepers, and NFL comparisons for this year's top wide receiver prospects.
"This is the number one position in the draft," Simms said about this year's wide receiver draft class. "It's so deep, it's never-ending. There's a receiver for everything. If you need a size receiver, they got plenty of them. If you need a jitterbug slot receiver, they got plenty of them. You need explosive, gamechanger type guys? There's plenty of those to go around too."
Simms' Top Five WR prospects:
1. CeeDee Lamb, Oklahoma
2. Justin Jefferson, LSU
3. Henry Ruggs III, Alabama
4. KJ Hamler, Penn State
5. Tee Higgins, Clemson
The following are highlights from Simms' QB draft rankings:
No. 5: Tee Higgins, Clemson
Simms: "He's a giant. I would say this is Plaxico Burress almost. He can be that type of player. He's got great, 'long' speed, he's got very good strength, he runs through arm tackles…But the biggest thing more than anything is – yes, I see room for improvement in terms of route running – but the size and ability to catch 50-50 balls is as good as anybody in the class…If he has a chance to get his hands on it, he's going to catch the ball and that's where I really like Tee Higgins' value. I think his game is really going to translate to the NFL in that way."
No. 4: KJ Hamler, Penn State
Simms: "He's a guy that I was probably the most pleasantly surprised to watch at the wide receiver position so far…The speed jumps out right away…The negatives are he's small…I was a little worried about that too. But the one thing that (Ravens wide receiver) Hollywood Brown showed me this year is that that's another thing in this day in the NFL that's a little overanalyzed at times. You can find ways to get these smaller guys clean releases…So the size factor is not as big anymore as compared to all the different things…a guy like KJ Hamler can do. The speed is real."
No. 3: Henry Ruggs III, Alabama
Simms: "The value of these types of guys – the stats don't really say it. One, what they can do on special teams. Two, what they can do after the catch. I mean this is a guy like Tyreek Hill, Mecole Hardman – I think he was better than Hardman was coming out (of college) – where he can catch a slant and go 70 yards for a touchdown. He can do the same thing in the kick return/punt return game…You can't look at him as a traditional wide receiver. He is a weapon…He's a gamechanger in how defenses have to approach your offense."
No. 2: Justin Jefferson, LSU
Simms: "One of my favorite players in the Draft. I just look at Justin Jefferson and I go, 'What's not to like about the guy?' I don't understand why he's not getting more hype…To me, it's off the charts. Great route runner, can separate from people, fearless over the middle, snatches the ball out of the air…He's not the most explosive receiver in the draft, but he really understands how to play the game. He has great hands, he's a great route runner and…in the NFL where offenses are moving guys around again, I think his value is more in the inside of the field just like a Michael Thomas."
No. 1: CeeDee Lamb, Oklahoma
Simms: "CeeDee Lamb is the best wide receiver in the draft for my money. I just think everything we just talked about with all of these receivers, CeeDee Lamb has it all…He's the best in the draft with the ball in his hands. The first guy never makes the tackle when CeeDee Lamb catches the ball. He always makes the first guy miss, and then he gets up the field, he can break arm tackles, he can break your ankles in space…I just think he has a little of everything, let alone when the lights come on, he seems to play his best. I just look at him with no weaknesses to his game really, and I think he is a superstar in the NFL…To me, he's got the body of DeAndre Hopkins, except he's better with the ball in his hands than Hopkins ever was. He's almost like DeAndre Hopkins in size, but Jarvis Landry with the ball in his hands."
Highlights of Honorable Mentions: Jerry Jeudy, Alabama, Brandon Aiyuk, Arizona State, Denzel Mims, Baylor, and Chase Claypool, Notre Dame
Simms on why Jeudy wasn't in his Top-Five: "Everybody thinks Jeudy is going in the first round, but I will say with some of my close friends and the conversations I've had with them, Jeudy I don't think is as loved by the whole NFL as everybody thinks he is…I really like Jerry Jeudy. If he gets drafted in the first round, I'm not going to sit here and say that's a stupid pick…I just don't know if there's any elite traits."
To hear the full episode with full prospect breakdowns, click here.
The Chris Simms Unbuttoned podcast is available for download on all major podcast platforms including: NBCSports.com/podcasts, NBC Sports' Scores app, Apple, Stitcher, Spotify, Google Podcasts, TuneIn and iHeart.
-NBC SPORTS-
Filed Under: Chris Simms, NBC, NFL, Uncategorized

redpajama_set_name: RedPajamaCommonCrawl


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Jiangling Acquires Changan Heavy Duty Truck in Early August

After Jiangling Motors announced last week that it would spend RMB 270 million to "catch up" with Changan Heavy Duty Truck, the consolidation plan, which is almost certainly driven by Ford, is accelerating. The reporter learned from the company's internal sources last week that Jiangling Motors' contract to acquire Chang'an Heavy Duty Truck will be held in early August.
Last Wednesday (July 18th), Jiangling Motors announced that the board of directors had decided to purchase China North Industries Group Corp. (hereinafter referred to as "the Corps Group") and China Changan Automobile Group Co., Ltd. The "Changan Automobile Group" refers to the 100% equity of Taiyuan Changan Heavy Truck Co., Ltd. (hereinafter referred to as "Changan Chongqi"). After the completion of the acquisition, Changan Heavy Duty Truck will become a wholly-owned subsidiary of Jiangling Motors and will manufacture and manufacture heavy trucks.
Jiangling Motors
Chang'an Heavy Duty Truck Co., Ltd. because Jiangling Motors issued the above "arrival" announcement, which is less than two weeks before Changan Heavy Duty Trucks was listed on the Chongqing Stock Exchange. Therefore, it is widely believed that this is actually Jiangling Motors' long-planned capital move. Since Jiangling Motors is a joint venture between Ford, Changan and Jiangling Group, Ford's role in this acquisition is intriguing. Analysts said that the acquisition of Chang'an Heavy Duty Truck by a joint venture company has provided a springboard for Ford's entry into domestic heavy trucks.
In an announcement released last week, Jiangling Motors said that the company, which will soon be acquired, may also introduce Ford vehicles and its affiliates' technologies and products in the future.
Public information shows that after several rounds of holdings, Ford has become the actual largest shareholder of Jiangling Motors, holding 30% of Jiangling Motors, which is in a relatively controlling position, and Jiangling Holdings, a joint venture company established by Changan Group and Jiangling Group. Although they collectively hold more than 41% of Jiangling Motors' shares, they share only 20% of Jiangling Motors shares. An insider of Changan Automobile confirmed in an interview with reporters that Jiangling is mainly used to bypass the government approval of (Ford) to avoid new joint venture projects.
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Knowledge Partnerships 2: Extension Juggling Multidisciplinarity&n...
Sean Kenny1 and Ruth Nettle2
1 The University of Sydney, Private Bag 3, Camden, NSW, 2570. Email seank@camden.usyd.edu.au
2 The University of Melbourne, Parkville, Vic, 3333. Email ranettle@unimelb.edu.au
FutureDairy is a multidisciplinary project designed to help address the issues the dairy industry is expected to face over the next 20 years. A unique aspect of FutureDairy is the way in which knowledge partnerships are being used to generate knowledge around these issues – namely the availability and cost of land, water and labour. The role of extension thus far in the project has been to establish and manage these knowledge partnerships, which centre on five commercial dairy farms, in four vastly different dairying landscapes.
The purpose of this paper is to describe the early learning's from the practice of extension within FutureDairy to date. It will focus on the activities of establishing knowledge partnerships and facilitating effective planning within them.
Three key learnings: (1) extension needs to tailor the establishment of knowledge partnerships to regional needs be competent in managing a new power dynamic for RD&E; 3) need to recognise the role of crisis in establishing effective partnerships and; 4) the need for extension to understand and manage both formal and informal approaches to management planning with farmers.
Systems, extension, multidisciplinary, FutureDairy, planning.
The terms of trade for the Australian dairy industry have fallen by 1.8% per year over the past decade (ABARE 2004). Despite a four fold increase in production per farm since the early 80's (Dairy Australia, 2005), productivity growth has been modest at 1.2% over the same period (ABARE 2004). Such figures suggest that increased farm production is almost being matched by the inputs required to achieve this production and that new technology is providing little in the way of improved farm efficiency. With pressure on the terms of trade for Australian dairy farmers likely to continue, many are questioning what the most efficient future production systems will look like (Garcia and Fulkerson, 2005). The availability and cost of labour along with the challenges associated with efficiently feeding dairy cows are seen as the key issues of concern for dairy systems of the future.
FutureDairy is a new, multidisciplinary, RD and E project that has been designed specifically to help address these challenges. Investors come from a diverse group, all of which have unique and specific interests in the body of work. These include industry bodies (Dairy Australia, Dairy Industry Development Corporation), government departments (New South Wales and Victorian Department of Primary Industries), academia (Universities of Sydney and Melbourne) and private industry (DeLaval, C-DAX, Kahn). The project is unique in that it has been developed and managed by a group comprising technical researchers, extension agents, social researchers and farmers, all who are co-developing knowledge around opportunities for productivity improvements.
The work of FutureDairy is structured around three key modules – forages, feeding and innovations (Garcia et.al 2006). A unique element of the project relates to the way in which knowledge partnerships are being developed to enable the findings of our work to be more robust. By 'robust' we are referring to the fact that insights gained from this work will not only comprise of quality science, but will also be grounded in the practical reality of commercial farms and consider the social implications of adopting the technologies under analysis. Knowledge partnerships are at the heart of effective farming systems approaches, an approach which the FutureDairy has elected to pursue.
Farming Systems RD and E
As discussed previously the decade from 1992-93 was characterized by rapid expansion in farm production, declining terms of trade and low productivity improvement, despite an annual investment of over $30 million of farmer and tax payer funds into RD and E. Part of the reason for this seemingly minimal return on investment in RD and E relates to the complexity of the issues limiting productivity as outlined by Garcia and Fulkerson (2005). To satisfactorily address issues around land, water and labour availability and cost requires more than good science, as these issues are heavily influenced by individual world views, culture and wider societal expectations and concerns. One way to manage complex issues is to pursue a 'farming systems approach'. Crawford et al. (2003) defines a farming systems approach to RD and E as:
"…..an approach to research and extension that focuses on the farm business and the key interactions that determine the performance of that business. In its ideal form, farming systems RD and E is multi-disciplinary, addresses the social, economic, production and environmental dimensions of the issue under analysis, embraces the use of modelling and innovative learning approaches, and emphasises co-learning for researchers, advisors, investors and farmers."
The need for a farming systems approach to RD and E as outlined above has been identified for some time. Paine et al (2004) highlighted the fact that advisors Australia-wide recognise the need to build stronger linkages with research and development in areas of learning, change and professionalism in extension. Nettle (2003) also identified that effective extension systems require the development of skills that enable the integration of research and extension practices more readily whilst Crawford et al. (2003) noted that the effectiveness of farming systems projects was dependant upon the relevance of research station activities to the farming sector (locally, regionally and nationally).
The challenge for FutureDairy therefore is not only to develop scientific questions that will shed new light on how best to manage the issues outlined previously, but to ensure that any response to these questions is developed in the context of the 'farming system'. There also has to be a contribution to the overall knowledge system both technically around specific issues, and geographically and socially around particular farms and regions. Finally, the work of a genuine systems project must build the capacity of those involved to more effectively address the complex issues driving the research .
Knowledge Partnerships and FutureDairy
A detailed description of knowledge partnerships and their potential application in agricultural RD and E has been discussed in a partner paper (Nettle and Kenny, 2006). In summary, knowledge partnerships refer to a process of co-developing knowledge around key issues of investigation. Those involved in the knowledge partnership of FutureDairy are technical researchers, social researchers, extension practitioners, technical support staff and farmers (see Figure 1).
Figure 1 – The FutureDairy Knowledge Partnership
For each module of FutureDairy partner farms have been established, which are commercial farms committed to exploring the same questions being examined at our technical research site, the Elizabeth Macarthur Agricultural Institute at Camden on the outskirts of Sydney. There are two farms aligned with the forages module, each attempting to integrate a complementary forage rotation into their farm. There are also two farms aligned with the feeding module, with each pursuing a 30% - 50% increase in milk production per hectare. For the innovations module the project has partnered with Max and Evelyn Warren at Maffra, the only commercial farm using AMS technology in Australia. Each farm effectively provides a site for researching the 'non-technical' aspects of the questions under exploration. They also provide 5 unique and varied knowledge systems, of which FutureDairy project members have recently become a new part of.
Challenges for extension in knowledge partnerships – early learning's from FutureDairy
The remainder of this paper will explore two challenging areas for extension that have proven fertile for learning about knowledge partnerships. The first area relates to establishing the partnerships and will explore some of the issues and responses to managing regional variation and a new way of doing RD and E. The second area will focus on the actual activity with the partner farm and the challenges to extension in this area.
Establishing Partnerships
Within FutureDairy, the task of establishing the partner farm network was that of extension. Two primary challenges that were and are still being faced in establishing the network relate to handling the regional variation of knowledge and support systems around each farm and articulating and managing a new power dynamic between researchers, farmers and extension.
Regional Variation
Within FutureDairy, partner farms have been established in four vastly different farming landscapes, across two states that have significantly different dairying histories and cultures. As such, one approach to establishing partner farms would not be effective as each region presents its unique resource challenges. Taking a tailored approach has its own risks, primarily that of losing continuity and cohesiveness within the wider network. A critical step in being flexible to regional needs yet maintaining the whole of project integrity, was engaging regional gatekeepers.
Regional gatekeepers were seen as a way to overcome the reality that a centrally controlled project, based in central NSW, would struggle to understand the regional intricacies of each dairy area. Gatekeepers provided the capacity to work through existing networks and knowledge systems in each region so as to fast track the credibility and standing of the project. They also provided a key role in ensuring the project was tailored to the needs of a region and not seen as lacking relevance. These people were extension staff in each region that had good farmer and service provider contacts. Time was spent detailing the project, its unique approach and requirements of potential partner farmers so that they effectively became champions of FutureDairy. Through discussions with the gatekeeper potential farmers that fitted the project requirements were identified and invited to forums that had been organized to give farmers and service providers in the region a greater awareness of the project. At the end of these forums expressions of interest from farmers interested in finding out more about being a partner farmer were called for. The day following the forum those farmers that showed interest (generally the ones previously identified as being suitable) were visited and a shortlist of potential farms developed.
Without the regional gatekeeper it would have been difficult not only to find the right farm but also validate our work in the region. Interacting with respected local people ensured that we as a project understood what the regional challenges in specific topic areas were. It also meant that the region could see through the gatekeepers validation of the project that here was an opportunity for addressing these challenges. The main issue highlighted by taking such an approach relates to the time taken to finalise the farms. For each region multiple meetings and discussions were required to build the gatekeepers understanding of the project, plan and facilitate the regional forums, and visit and shortlist prospective farms. The whole process, from engaging the gatekeeper and short listing farmers took around two months for each farm and six months from the project starting the search for farms and the steering group selecting each farm.
New Power Relations
For a large part of its history, agricultural RD and E in Australia has operated through a diffusion of innovations or transfer of technology paradigm, best described by Rodgers (1983). This approach assumes that technical scientists develop new knowledge and technology that addresses particular questions, new technology is better than what exists, innovators will adopt new technology and transfer information about its use to later adopters (Teixeira et al. 2004). The focus of extension within this paradigm is the understanding and communication of varied ways in which a technology might operate within diverse biological systems. During the 90's, the espoused focus of extension shifted more toward working and learning together with farmers through developing an understanding of their unique context and building effective responses from this position (Hamilton, 1995; Paine, 1997; Kenny, 2002). Although this shift in focus has no doubt taken place in the minds of many extension agents, our experience with partner farmers would suggest there is still some way to go to develop such an understanding amongst the farming community.
One persistent challenge that requires ongoing work is shifting the focus of people within the knowledge partnership 1 away from technical science as the primary discourse 2, to seeing each discourse within the partnership as equally legitimate. Through every interaction with our partner farmers the idea of developing a genuine partnership was communicated either verbally or in writing. Emphasis was also given to the fact that we were attempting to elevate farmer knowledge to the same status as technical research in the project. However, as we progressed it became increasingly clear that in the farmers mind, the major influence in the project was to come from the technical scientists, through the provision of new technology to improve their farm business.
For one farmer and their support group this expectation led to frustration when it became apparent that there were no major new and applicable insights from the technical research on the horizon. Issues around the timing of farmer involvement in the project were raised, along with the feeling that we, as extension officers, were unorganized. Primarily these concerns arose because the expectation of new technology was not, and seemed unlikely to be, fulfilled. What was happening here was a failure of the knowledge system to fully grasp the notion of partnership and its implications for the power relationship between farmers, extension officers and technical research. This failure was due to a number of factors. The first of these relates to the way in which large elements of the dairy farming community has been conditioned to view science as providing the answers. Any shift in this normative expectation would undoubtedly create tension. As the project team was operating with a more egalitarian partnership model in mind, but the farm members of the partnerships were expecting a more traditional relationship, frustration arose on the part of the farmers due to a perceived lack of relevance and a failure to deliver on the normative social 'contract'.
Secondly, the concerns relate to communication and the critical role that crisis plays in this. As stated previously the model of partnership that was to be applied within FutureDairy was repeatedly articulated both verbally and in writing. This was clearly insufficient, as the project teams understanding of partnership was not being shared by the farmers involved in the project. It was only when the frustrations were aired at a meeting called to revisit the nature of farmer input to the project that a shared understanding of the knowledge partnership began to emerge. Upon being challenged by the farmers to give some clarity about their involvement, a discussion around the limitations of technical science to address whole farm system issues was facilitated. In essence this discussion was centered on the multi factorial nature of profitably increasing milk production per hectare. Change in this area requires analysis, reflection and improvements of multiple skill sets and farmer worldviews. Scientific facts present only one element of the decision validation criteria, with others such as resource capability, labour structure, lifestyle objectives and farming philosophy all influencing the extent and nature of change. By discussing that the key to improved production performance, both for them as individuals and the industry more broadly, lay not only in new scientific facts, but an understanding of how farmers adapted and applied them to their unique situation (an understanding that they were contributing to), the farmers began to appreciate that the knowledge they possessed was as valid as any scientific fact. Without the crisis and the need to resolve it, the knowledge partnership would have progressed with less cohesion and divergent expectations. At this point it was felt that a genuine knowledge partnership had begun.
Activity Within Partnerships
The primary activity with partner farmers has centered around a management planning process. This process has varied in function on all the farms but the generic approach is described in Figure 2. The first step, engaging the farmers, has been discussed previously. The modelling activity involved fitting the physical farm model Udder 3 to each farm to provide a basis for scenario testing around possible strategies for improved production per hectare and incorporating a CFR into existing farming systems.
Figure 2: Activities and inputs of knowledge partners around partner farms.
At this stage whole farm economic analysis using the farm financial packages Red Sky 4 and Milk Biz 5 were also undertaken. Feed back sessions were held with the farmers where the models were used to describe the current situation of the farm business. For the feeding module farms, the farmer and support group were then used to brainstorm opportunities for change, based on the current farm situation, and explore potential strategies to achieve this. For the forage module farms, the models were used to build scenarios about the optimal area for planting the CFR that would best support its effective integration into the system. With the support groups, plans were then developed around how best to manage the risks associated with sowing the three crops in the coming year. We are now into the implementation, tracking and review stage of these plans.
The planning process yielded two significant insights on the place and nature of planning in strategy formation. The first of these relates to the timing of planning. Plans are generally understood as a way of formalizing intention, most often via documentation. Hence you have building plans and action plans that document what will take place in the future. There is however a distinct lack of literature, and hence understanding, that sees planning as a dynamic act combining reflection and every day action in such a way that this process becomes the plan itself (Paine and Kenny, 2002). On discussing potential strategies and plans with one partner farmer and support group, several farmers suggested that we were attempting to plan at the wrong time of the year. This view related to the fact we were developing plans in September, when the perceived time for planning was in February/March in preparation for the coming growing season. Such a view is correct if planning is viewed as a process of formalizing and documenting intention. From the projects perspective however, we viewed the planning process as being a socially constructed phenomenon, firmly entrenched within the function of action itself (Paine and Townsley,1994; Leeuwis, 1995; Bardram, 1997). Planning from this position has no preferred timing with effective planning imbedded within the act of farming which is ongoing. Delineation would occur along the lines of tactical and strategic plans.
Developing a shared position on this issue is ongoing and will involve a process of reflecting back to farmers the nature of their planning activity. This relates to the second insight gained from the planning process thus far, namely the iterative and ongoing nature of farm planning. The way in which the link between virtual and lived reality is facilitated is seen as an important characteristic of planning (Attonaty et al. 1999), as is its ability to support the emergent element of strategy formation (Attonaty et al. 1999, Kennedy et al. 2001). For many farmers this is an intuitive and subliminal process. Whilst working through the planning process with one of our feeding partner farmers and their support groups, frustration arose, this time on the part of the extension operatives, when the process began to break down. The causes of the breakdown related to the failure of extensions perceptions around the planning behavior of the farmer materializing. The planning process being used was very logical, starting with the current position of the business, exploring limitations and opportunities then working toward strategy. The assumption of extension was that through the process the farmer and his support group would have a more clearly defined plan for action over the coming months. However, as we began brainstorming potential strategies it became apparent that the farmer had already worked through these potential options, possible risks and appropriate responses to develop a plan that was to be implemented in the coming months. We were attempting to formalize what had already occurred in the farmers mind in a way that was completely foreign to the planning behavior of the farmer. By describing what occurred at this meeting and reflecting back to the farmer the way in which he developed plans, we managed to highlight the fact that planning is an ongoing and dynamic activity, not limited by the stages of a season.
The planning process also raised some interesting questions about the nature of each knowledge partners involvement in planning and the role extension plays in brokering this. For our forage partner farms, it was far easier to broker the partnership given the time sequenced events associated with implementation of a CFR. Key decision points are clear, as are the times when input from knowledge partners will be required. For the feeding farms, given the multi-factorial nature of the change central to this module of work, key decision points are many and varied. As such it is difficult to isolate the priority areas where knowledge partners might best contribute. This is not to say that input of knowledge partners is not beneficial to the achievement of production per hectare objectives. Rather the involvement is simply not structured around a specific set of requirements associated with a shared technology of interest (ie: CFR). This variation in knowledge partnership type will be analyzed further as the project progresses.
Knowledge partnerships provide a means by which the varied aspects of productivity improvement and technology adaptation can be analysed. FutureDairy has been operating for twelve months, with the knowledge partnerships established for six, so it is early days with regards to concluding as to their potential as an alternative model for RD and E. However insights around the challenges for extension in managing knowledge partnerships, something central to the practice of extension, can be gained from our work thus far. These are:
1. The need to tailor the establishment of knowledge partnerships to regional requirements so as to fast track the credibility and perceived relevance of the work amongst local farmers and service providers
2. Having the capacity to manage a new power dynamic around research topics. There are three key roles for extension in this area: 1) continually reinforcing the equal role of farmer knowledge in contributing to the overall project objectives; 2) positioning the role of technical research appropriately via either de-emphasising or re-emphasisng its relative importance, depending on the area of analysis. This places extension is a uniquely powerful position, with the capacity to either thwart or enhance the development of the knowledge partnership in exercising this power; and 3) reflecting back to the farmers evidence of their contribution to addressing the research questions.
3. Utilising inevitable crisis in the lifecycle of group activities to reinforce new ways of operating. The danger when crisis occurs is to flee it rather than work to resolve it. It would have been easy when the questions were being raised around the perceived relevance of the project to either revert to the normative position centered on technical research findings, or give up on this particular knowledge partnership. However such junctures often serve a greater purpose through providing an opportunity to realign objectives and expectations among participants.
4. Facilitating relevant and effective planning. There are two elements to this: 1) viewing planning as a dynamic and ongoing process imbedded in action, and; 2) reflect back to the farmers their intuitive planning activity to help reinforce planning's embedded and iterative nature. Something this will inevitably raise is the question of who is the planning for. In some cases planning exercises are for the benefit of everyone but the farmer as they articulate what is plain to the person living and breathing the life of the farm. Understanding why such activities are being undertaken will help to alleviate some of the tension around facilitating processes that attempt to formalize that which is informal.
ABARE (2004) Production systems, productivity and profit. Australian Bureau of Agricultural Resource Economics.
Attonaty J., Chatelin M. and Garcia F. (1999) Interactive Simulation Modelling in Farm Decision Making. Computers and Electronics in Agriculture, 22, 157-170
Bardram J.E. (1997) Plans as Situated Action: An Activity Theory Approach to Workflow Systems. Proceedings of ECSCW Conference, Lancaster UK, September 1997.
Crawford A.E., Paine .M.S, Barlow R, and Weatherley J.M. (2003). Making Farming Systems projects work – a national approach to meet the challenge for the Australian dairy industry. 1st Australian Farming Systems Conference, Toowoomba, Qld, Sept. 2003.
Garcia S.C., Fulkerson W.J., Nettle R.A. and Kenny S.N. (2006) FutureDairy: a national, multidisciplinary project to assist dairy farmers manage future challenges - Early learnings. Proceedings of the National Dairy Science symposium, Mt Gambier, Sth Australia.
Garcia S.C. and Fulkerson W.J. (2005) Opportunities for future Australian dairy systems: a review. Aust J.Exp.Agric., 45, 1041-1055
Hamilton N.A. (1995) Learning to learn with farmers: An adult learning extension project. Phd Thesis, Wageningen, The Netherlands
Hajer M. A. (1995). The Politics of Environmental Discourse: Econological Modernization and the Policy Process. Oxford, Clarendon.
Kennedy G. (2001) The Personal Learning Planner: A Software Support Tool for Self Directed Learning. Paper presented at the ASCILITE conference, Dec 2000.
Kenny S.N. (2002) A process for practice: learning for change in the dairy industry. MAgSc Thesis, Melbourne University, Melbourne.
Larcombe M.T. (1989) The effects of manipulating reproduction on the productivity and profitability of dairy herds which graze pasture. Ph.D. Thesis, University of Melbourne, Australia.
Leeuwis C. (1995) The stimulation of development and innovation: reflections on projects, planning, participation and platforms. J.Agric.Ed.Ext., 2, 15-28.
Nettle R.A. (2003) The Development of a National Dairy Extension Strategy: A Literature Review for Dairy Australia. Parkville, Institute of Land and Food Resources, University of Melbourne.
Nettle R.A. and Kenny S.N. (2006) Knowledge Partnerships 1: What can knowledge partnerships offer agricultural industries? - early learning's from the FutureDairy project. Proceedings of the 2006 APEN International Conference, Beechworth, Victoria.
Paine M.S., Nettle R.A. and Coats S. (2003) Learning and professional development in advisory services: supporting the reflective practitioner. 1st Australian Farming Systems Conference, Toowoomba
Paine M.S. and Kenny S. (2002). Intentional Learning: Interplay between farmers and service providers. Fifth IFSA European Symposium - Farming and Rural Systems Research and Extension: Local Identities and Globalisation, Florence, Italy.
Paine M.S. and Townsley R.J. (1994) Managing Behaviour Change in New Zealand Kiwifruit Growers - A Key to Advancing Farm Systems Practice. Proc. 13th Intl Symposium for Systems-Oriented Research in Agriculture and Rural Development, pp 556-561
Paine M.S. (1997) Doing It Together – Technology as Practice in the Dairy Sector. Phd Thesis, Wageningen, The Netherlands
Rodgers E.M. (1983) Diffusion of Innovations, 3rd Edition, Free Press, New York.
Teixeira S.R., Chamala S.A., Cowan R.T. and Western M. (2004) Participatory approach for the identification of dairy industry needs in the design of research, development and extension actions: Australian and Brazilian case studies. Aust J.Exp.Agric., 44, 521-530
1 Primarily this relates to people outside of the project management group. Those within the management group have a more developed understanding of multidisciplnarity and what it means for power sharing in knowledge partnerships.
2 The term 'discourse' refers to the way ideas, concepts, and categorizations are produced and transformed by people to make sense of their world (Hajer 1995 : 44). Discourses are embedded within social activities and interactions, and articulate the interests of the groups utilising them. Discourses therefore reflect the balance of power in society, and the ability of different groups to have their voices heard.
3 UDDER is a whole farm system model best described by Larcombe (1989). It incorporates feeding strategies and pasture growth and management variables, proving effective for exploring relationships between management inputs, milk production and gross margins for pasture based systems.
4 Red Sky is a privately developed farm financial analysis and benchmarking program. www.redskyagri.com
5 Milk Biz is the NSW Department of Primary Industries dairy farm financial performance analysis tool


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Antonio Pirala Criado (Madrid, 27 de marzo de 1824 - Madrid, 22 de junio de 1903), historiador y político español, conocido por sus obras sobre la historia de las Guerras Carlistas.

Biografía
Fue jefe superior de administración civil e individuo de número de la Real Academia de la Historia. Dirigió en Madrid El Profesorado (1857) y colaboró en el Boletín de la Sociedad Geográfica de Madrid, Flor de la Infancia (1868), La Ilustración Española y Americana, La España Moderna, Gente Vieja (1902) y otros periódicos y revistas. Liberal progresista, fue individuo de honor y mérito de la Academia de Profesores de Primera Enseñanza de Madrid, que pretendió simplificar la ortografía en contra de los criterios de la Real Academia Española, y empleado en la casa y estados del duque de Osuna, secretario de la Casa Civil del rey Amadeo I y gobernador civil de varias provincias. Colaboró en la Enciclopedia moderna de Francisco de Paula Mellado.

En Anales de la guerra civil (1853) esboza su futura obra sobre las guerras carlistas y analiza las dos primeras. Historia de la guerra y de los partidos liberal y carlista aumentada con la regencia de Espartero (1868) es una segunda edición tan ampliada que casi puede considerarse una obra nueva. En 1875 se editaría la continuación, Historia contemporánea: Anales desde 1843 hasta la conclusión de la actual guerra civil. Años más tarde la prolongó hasta el fallecimiento de Alfonso XII.

Pirala almacenó datos y documentos de todas las procedencias, ya que sostuvo una gran amistad con los principales protagonistas de las guerras carlistas y estos le cedieron sus documentos personales; sin embargo esto le hizo basar sus textos con harta frecuencia en una simple copia de los datos de los que en gran abundancia disponía y por ello ofrece a veces dos versiones diferentes del mismo hecho.

Por esta falta de unidad de criterio, Pirala ha sido muy discutido, aunque siempre se ha reconocido y valorado el hecho de que para conocer de primera mano aquellas guerras es inevitable acudir a la consulta de sus obras, de forma que es citado y considerado como fuente indispensable para el conocimiento profundo de tal época. De su imparcialidad y rigor da fe que los historiadores de ambos bandos usaron y citaron sus obras con frecuencia.

Se casó en San Sebastián con una hija del exalcalde local Ángel Gil Alcain Garro llamada Laureana Micaela, con quien tuvo varios hijos.

Obra
 Celinda: novela histórica original, 1843.
 Vindicación del general Maroto y manifiesto razonado de las causas del Convenio de Vergara, Madrid, Imprenta del colegio de sordo-mudos, 1846.
 Sucesos de París: páginas de gloria 1848.
 El Feury en verso, Barcelona, 1848.
 "Historia del Convenio de Vergara", en Enciclopedia Moderna del Señor Mellado. Madrid, 1852.
 Historia de la guerra civil y de los partidos liberal y carlista. Madrid: Mellado, 1858-56, 5 tomos.
 Historia de la guerra civil y de los partidos liberal y carlista. 2.ª ed. aumentada con la Regencia de Espartero. Madrid: Mellado, 1868-71, 6 tomos. (Esta edición es la más apreciada por los coleccionistas, según Azcona)
 Historia de la guerra civil y de los partidos liberal y carlista. 3.ª edición corregida y aumentada con la historia de la regencia de Espartero. Madrid, 1890, 3 tomos. Disponible en reproducción digital de la edición de Madrid, Felipe González Rojas, la Biblioteca Virtual Miguel de Cervantes, 2006.
 Historia de la guerra civil y de los partidos liberal y carlista. Madrid: Ediciones Turner, 1984, 6 tomos.
 Historia contemporánea. Anales desde 1843 hasta la conclusión de la actual guerra civil. Madrid: Imprenta Manuel Tello, 1875-79, 6 tomos.
 Historia contemporánea. Segunda parte de la guerra civil. Anales desde 1843 hasta el fallecimiento de Don Alfonso XII. Madrid: Felipe Rojas, 1892-1906, 6 tomos.
 En 1847 dirigió la parte biográfica de la Galería militar contemporánea. Madrid: Sociedad tipográfica de Hortelano y Compañía, 1846, 2 tomos.
 Historia de España desde la muerte de Fernando VII hasta nuestros días. Diccionario Enciclopédico Hispano-Americano, Barcelona: Montaner y Simón, 1887-1899.
 España: Sus monumentos y artes, su naturaleza e historia. Provincias Vascongadas, 1885.
 Vida y obras de Quintana, 1892.
 Discursos leídos ante la Real Academia de la Historia en la recepción... de D. Antonio Pirala..., González Rojas, 1892.
 Anales de la guerra de Cuba, 1895.
 El Libro de Oro de las niñas, Perlado Páez y Ca., 1915.

Notas

Bibliografía

Enlaces externos

Historiadores de España del siglo XIX
Primera Guerra Carlista
Historiadores de Madrid
Académicos numerarios de la Real Academia de la Historia
Historiadores del carlismo
Nacidos en Madrid
Fallecidos en Madrid
Sepultados en el cementerio de San Justo

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