|Conflicts and Catastrophes Management||789GCCA|
|1||Master||Humanitarian Action, Cooperation and Development||8 ects|
|Learning Period:||Language of Instruction:||Total Hours:|
|Learning Outcomes of the Curricular Unit:|
|(i) Provide to the students through a discussion of the meaning and role of conflict and disaster in contemporary world, reading capabilities of understand and be acting in situations of conflict and natural, political and social disasters.|
(ii) Methods, techniques, concepts, models, theories and knowledge in social sciences and humanitarian studies.
(iii) Redefine the concept of conflict and disasters.
(iv) Enhance the challenges posed by situations of conflict and disaster for the development of communities.
|1st Unit – Introduction to conflict and disasters management. The Risk society to the society of catastrophe. 1. Management of Conflicts and Disasters. Contexts and concepts. 1.1. A history of conflict management and NGOs); 1.2. Concepts of Conflict and disaster prevention and management; 1.3. An anthropology of disasters from an anthropology of development. The sense of participation; 1.4. Types of conflicts; Types of natural and unnatural disasters; 1.5. Predictability and unpredictability of disasters and conflicts; 1.6. “International humanitarian System".|
2nd Unit – Main issues raised in disaster situation. 2.1. Diseases and health services; 2.1. Physical and socio-economic Impacts of disasters; 2.3. Emotional Impacts; 2.4. Vulnerable groups in conflict and disasters.
3rst Unit – The Disaster management cycle. The different phases: Attenuation; Preparation and Prevention; Intervention and Recovery. 3.1. Process of Linking Relief, Rehabilitation and Development – LRRD; 3.2. Process
|Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:|
|1st unit – Syllabus contents focus on specific theoretical subjects in the field of social sciences and humanitarian studies. These lectures enable students to acquire the basic concepts and the field of work, and that allows them to address other disciplinary fields the issues of conflict and disasters studies.|
2nd unit – Syllabus contents focus the major subjects about disasters and conflict situations.
3rst unit – The syllabus covered in this part is the base of main problems and challenges facing the contemporary society in the management of disasters and conflict situations.
4rst unit – The syllabus covered in this part is the base for fieldwork management. The objective is to understand that disasters and conflicts are one opportunity for development initiatives.
|Teaching Methodologies (Including Evaluation):|
|Teaching methodology will include theoretical lecturing, research, reading and discussion of specific references, as well as thematic debating and critical reflection. Assessment will be continuous and based on a written test, a practical essay, an oral presentation and work discussion, as well as the students’ punctuality and attendance.|
|Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:|
|1st unit – Theoretical exposition of contents the work area; individual and group debate of cases illustrating different theories of disasters and conflicts. 2nd unit – Theoretical exposition of contents for characterization each field analysis; oral presentation and discussion of reading works. Integrate examples and scenarios that clarify the issues under review; to demonstrate oral and written communication skills of expert assessment contents; to show autonomy and responsible conduct in social practice with different situations of disasters and conflicts. 3rst unit – Theoretical exposition of contents for characterization each field analysis; oral presentation and discussion of reading works. Integrate examples and scenarios that clarify the issues under review; to demonstrate oral and written communication skills of expert assessment contents. 4rst unit – Theoretical exposition of contents for characterization each field analysis; oral presentation and discussion of reading works. Integrate examples and scenarios that clarify the issues under review; to demonstrate oral and written communication skills of expert assessment contents.|
|• Abélès, M. (2006). Politique de la survie, Paris, Flammarion.|
• Bankoff, G., (2002) Cultures of Disaster: Society and Natural Hazards in the Philippines. Routledge, London.
• Berg, R. J. (1987), Non-governmental Organizations: new Force in Third World Development and Politics, East Lansing, Michigan State University, Center for Advanced Study of Interna- tional Development.
• Chatterjee, D. (ed.), (2004). The Ethics of Assistance: Morality and the distant Needy, Cambridge, Cambridge University Press.
• Cordell, K. and Wolff, S. (2009) Ethnic Conflict: Causes — Consequence – Responses. Cambridge: Polity.
• Doherty. G. W. (1999), Cross-cultural counselling In Disaster Settings, Retrieved on, Nov.14th 2007, from:
• Ehrenreich J H (2001) A Guidebook to Psychosocial Intervention. Centre for psychology and Society, State University of New York: Old Westbury, NY.
• ESCAP (1995). Rapport de l’Asie-Pacifique sur les risques d