| Unit name | Vulnerabilities, Capacities and Disasters |
|---|---|
| Unit code | POLIM0058 |
| Credit points | 20 |
| Level of study | M/7 |
| Teaching block(s) |
Teaching Block 1 (weeks 1 - 12) |
| Unit director | Dr. Jack Nicholls |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
None |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | School of Sociology, Politics and International Studies |
| Faculty | Faculty of Social Sciences and Law |
Why is this unit important?
The impact of disasters, including those driven by climate change and other natural hazards will continue to increase. The social impact of these events can be dramatic: natural disasters alone kill around 70,000, and directly affect over 21 million people per year. Yet, disasters have received relatively little attention within the study of international relations, security and development. This unit starts from the assumption that disasters must be understood as inherently socio-political events. The unit will provide an overview of the evolution of disaster studies, and explores pressing questions about the politics of disasters. It will introduce students to core concepts around disasters, including risk, hazards, vulnerabilities and resilience. Throughout we will examine how social categories can impact on one’s exposure to risk. In addition we will examine the relationships between state legitimacy and disasters, as well as pressing questions related to intra and inter-state conflict, and international responses to disasters.
How does this unit fit into your programme of study
This unit builds on the introductory material covered in TB1 by interrogating the contributing factors of, and solutions to, the impact of disasters including those driven by climate change and other natural hazards. The unit provides a key link between other environmental and security units at postgraduate taught level, and also works as a standalone unit for students wishing to explore the evolution of disaster studies, and pressing questions about the politics of disasters. It will introduce students to core concepts around disasters, including risk, hazards, vulnerabilities and resilience.
An overview of content
This unit will provide students with an understanding of core concepts and debates in disaster studies, with a focus on political and sociological analysis. Students will acquire an appreciation of how social and economic conditions can shape individuals’ and communities’ vulnerabilities to disasters. The unit will further explore how disasters can impact both state and regional politics. Finally, key policy frameworks to address disasters will be critically explored.
How will students, personally, be different as a result of the unit
Upon completion of this unit students will have a greater appreciation of how disasters, particularly those driven by climate change, are impacting on communities and political entities at the local, state and international level. This will strengthen students with the ability to critically engage with the politics of climate change, security, development and political change.
Learning Outcomes
On successful completion of the unit, students will:
This unit will involve a combination of seminar, lectures (within seminar) and group activities to meet its stated objectives. Most of the classes will be broken into two parts, with the first portion being a seminar style for students to discuss the readings and themes, and the second being a formal lecture where the instructor will cover the week’s themes in greater detail. The lecture will follow the seminar to enable the students to critically explore the weeks’ themes, and to undertake a deep-reading of selected texts.
The following methods will be used:
Where appropriate multi-media will be used to provide students with a sense of the impact of disasters.
The unit will make use of the blackboard system to have a directed conversation amongst the students and the instructor about the course material. Students will be expected to participate in the online conversation by contributing short comments to discussion threads.
Tasks which help you learn and prepare you for summative tasks (formative):
Student Presentation – Linking a week’s conceptual discussion to a specific case study. This will allow for provision of feedback from the unit owner on the extent to which students have demonstrated an ability to meet the aims and intended learning outcomes of the unit (Intended Learning Outcomes 1 and 3 in particular), with suggestions for further improvement. Comments on the argument will also directly feed into the final essay for the unit. (Assesses all learning outcomes)
Research Essay Proposal – In preparation for the final research paper for this unit students will submit a 500 word essay proposal laying out the question they wish to explore in the final paper, and establishing what debate and concepts will be tackled in the research paper. The feedback provided will assist students in refining their question and ensuring that they have a clear framework to address it. (Assesses Learning Outcome 1 and 2)
Tasks which count towards your unit mark (summative):
3500 word essay (100%) [ILO 1, 2, 3, 4]
This research essay will require students to critically engage with one of the core debates within disaster studies with respect to a specific disaster of their choosing. This will provide students with the critical skills of scoping out a research question which will be critical for their dissertations, and to have the opportunity to explore a core theme within the discipline in depth. (Assesses all learning outcomes)
When assessment does not go to plan
You will normally complete the reassessment in the same format as outlined above. Students are expected to select a different question from the original list.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. POLIM0058).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The assessment methods listed in this unit specification are designed to enable students to demonstrate the named learning outcomes (LOs). Where a disability prevents a student from undertaking a specific method of assessment, schools will make reasonable adjustments to support a student to demonstrate the LO by an alternative method or with additional resources.
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
