(Lalaine can you get into Rich Format - there are three units in one course here, then send out to all the people participating in design of these three units)

TUL655:  Advocacy and the Urban Environment

 

Theory and Practice of Land Rights and Housing

 

Relief and Crisis Management

 

Global Issues and Advocacy

PR DESCRIPTION
                  Theology and Practice of Advocacy

• Land rights and housing issues

                  Urban environmental health (e.g. resource management, waste disposal, neighborhood pollutants)  (Rich, I think this is covered in the first theme.
                  Relief and crisis management

COURSE DESCRIPTION

This course consists of three distinct units linked by the theme of advocacy.

Global Issues and Advocacy Candidates will grapple with five major critical global or citywide issues causing urban poverty in the 21^st Century. The lectures will help the candidates understand the issue and advocacy as Biblical response to the issue as an application of Jesus teachings on the kingdom of God. The issues will be from; Transnational Capitalism; Environmental Degradation; War, Terrorism and Peace; & Global Poverty. Two other specific areas of advocacy are developed in the following units.

 

Theory and Practice of Land Rights and Housing: Candidates undertaking this course will be able to develop a biblical approach to advocacy for land and entering into land rights conflicts, being familiar with the processes of obtaining land rights documents and resolving land rights disputes within their particular city, and understanding progressions that occur internationally in obtaining just housing.

 

Relief and Crisis Management: This course will enable candidates to understand and assess the dynamics of various disaster situations, the protocols for responding, organizational structures, planning and communication tools. Candidates will examine a particular case study and present information about the case and analyze the effectiveness of the responses to it. This analysis of the case will be presented in class under a strict time frame similar to pressures of a disaster situation. Candidates will  also develop a ‘Volunteers Operating Procedure’ for a selected emergency.

 

Each unit will be developed as an entity below:

 

	Expected Hours
Lecture	45 hours
Site Visit	15 hours
Practical Work	20 hours
Self-study reading and writing	40 hours
Total Hours	120

 

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Global Issues and Advocacy

Course Writer:

Course Facilitator:

Subject Expert: Rich Slimbach

 

 

COURSE OUTCOMES

Outcome 1.	Undertake textual research developing the background understanding of the five issues of global concern in the 21st Century so the candidate can dialogue with the tutor/facilitator about these issues.
Outcome 2.	Examine in detail one issue and its impact on the City the candidate lives in,  including quotes by City leaders of their knowledge of the impact of the issue on their city.
Outcome 3.	Research a credible response to the issue chosen in 2 above and include a summary action plan to bring Kingdom values into a transformational response to the propagandists of these issues.

 

 COURSE SCHEDULE

Lecture/Field Work	Topic	Content
1 – 2	Urbanization & Slums
3 – 4	Transnational Capitalism & Global Poverty
5 – 6	Urban Environment
7 – 8	War, Terrorism and Impact on Slums
9 - 10	Interview of City Leaders
11 – 12	Interview of City Leaders
13 – 18	Preparation of Papers
19 - 20	Presentations of Papers

 
 

 

ASSESSMENT TASKS

Task No.	Description of the task/assignment	Marks	Weighting
TUL655 – 1   (Formative assessment)	Undertake textual research developing the background understanding of the five issues of global concern in the 21st Century so the candidate can dialogue with the tutor/facilitator about these issues.	100	10%
TUL655 – 2   (Formative assessment)	Examine in detail one issue and its impact on the City the candidate lives in,  including quotes by City leaders and their knowledge of the impact of the issue on their city.	100	5%
TUL655 – 3  (Summative Assessment)	Research a credible response to the  issue chosen in 2 above and include a summary action plan to bring Kingdom values into a transformational response to the propagandists of this issue.	100	15%

 

Assessment Schedule

 

Task No.	Elements	Evidence required	Judgements about quality of evidence
TUL655 – 1   (Formative assessment)	Undertake textual research developing the background understanding of the five issues of global concern in the 21st Century so the candidate can dialogue with the tutor/facilitator about these issues.	textual research identified by bibliography -at least three book chapters and two articles documented in a reading log understanding and dialogue shown by involvement in class discussions	Sources authoritative   ranked by class, with final ranking by lecturer
TUL655 – 2   (Formative Assessment)	Present a 1500 word paper that examines in detail one issue and its impact on the City the candidate lives in,  including quotes by City leaders and their knowledge of the impact of the issue on their city.	Appropriate interviewing mechanism  preparation is documented as an attachment.  Interviews with two city leaders. Acceptable use of quotations	Considers sensitivities Considers ethical issues Approach is appropriate     Ethical considerations have been identified appropriate attribution to those interviewed
TUL655 – 3   (Summative Assessment)	The paper above to include a credible response to the  issue chosen in 2 above and include a summary action plan to bring Kingdom values into a transformational response to the propagandists of this issue.	Understanding of the Kingdom and Kingdom principles that bear on the issue Application of Kingdom principles to the issue	Consistent theological/Biblical argument   Kingdom principles identified. Balance of these principles reasonable Communication approach appropriate

 

 BIBLIOGRAPHY  (Lalaine, I have left these all over the place, can you put these into Endnote then copy them back in here and put them into the same categories - if it is too tricky, let me know)

Transnational Capitalism

Goldsmith, Edward. ____. “Development as colonialism” In The case against the global economy)

• Publisher: Earthscan Publications Ltd; 2Rev Ed edition (July 1, 2001)
• ISBN-10: 1853837423
• ISBN-13: 978-1853837425

, pp 253-266.

Mander, Jerry. ____. “The rules of corporate behaviour” (The case against the global economy), pp 309-322.

 

Environmental Degradation

Stott, John.______. “Our human environment” (Human rights and human wrongs), pp 127-143. Human Rights, Human Wrongs: The Oxford Amnesty Lectures 2001 (Oxford Amnesty Lectures) (Paperback)
by Nicholas Owen (Editor)

• 368 pages
• Publisher: Oxford University Press, USA (March 19, 2003)

“Is Environmental degradation worsening? (Taking sides), pp 70-83. In

Reconciliation, War, Terrorism and Peace

Dawson, John. (1996). Healing America's Wounds. Ventura: Regal Books.

Wink, Walter. ______. “Beyond just war and pacifism” (Engaging the powers), pp  209-230. (in endnote already, just need to copy it and add this chapter and page number as the chapter in abook)

Stott, John. _____. “Wars and rumours of war” (From human rights and human wrongs), pp 99-126. (book above)

Bainton, Roland.______. “Past and present” (Christian attitudes to war and peace),

pp 230-251.  In Bainton, Roland H. (1960). Christian Attitudes Toward War and Peace: A Historical Survey and Critical Re-evaluation. Nashville: Abingdon Press.

 

Slavery

 

 

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LAND RIGHTS & HOUSING

Course Facilitator:

ATTY. EDUARDO V. BRINGAS

Unit 1, San Jose Condominium

#119 Scout Fernandez St., Q.C.

Email: doy_bringas@yahoo.com

Telefax No. 4159877

 

UNIT DESCRIPTION
Theory and Practice of Land Rights and Housing: Candidates undertaking this course will be able to develop a biblical approach to advocacy for land and entering into land rights conflicts, being familiar with the processes of obtaining land rights documents and resolving land rights disputes within their particular city, and understanding progressions that occur internationally in obtaining just housing.

UNIT RATIONALE

The nature of urban poverty is ultimately defined by the issue of land rights. To be an effective transformational urban leader, one must have a serious understanding of land rights and be equipped with the necessary skills to address the land rights issues within the urban community.   

 

The course will help equip the candidates with the necessary biblical and local knowledge and understanding of land rights concepts as well as skills to address the issues of land rights and housing in the urban poor setting such as, but not limited to the determination of land categories and processes of obtaining land rights documents from appropriate agencies of government.    

 

The candidates will learn through lectures and discussions, field activities, case study and presentation, recitations and examinations.

 

UNIT OUTCOMES (Original)

1.	Contextual Issues:	Trainees will understand the implications of national urban land law, land reforms and land rights issues.
2.	Praxis:	Trainees will be familiar with a process of obtaining different types of land rights documents and titles that may be needed to resolve land rights issues, having walked through these steps with a community. This will be done as a group exercise.
3.	Theology:	Trainees will be able to critically analyze the development of a Biblical theology of land and land rights that engages the contextual issues, as indicated by a 1500 word paper on Biblical principles.

 

STUDENT OUTCOMES (Doy's Reframing)

• 1.      Heart: Has adopted the biblical principles on land rights in relation to local laws and principles on land in dealing with urban land rights issues. 

• 2.      Head: Understands the biblical and local land rights concepts.

• 3.      Hands: Has developed skills in determining different land categories and government agencies having jurisdiction over a particular land  

• 4.      Head: Understands the difference between and rights appurtenant to titled and un-titled lands; public and private lands

• 5.      Hands: Has the ability to go through various legal processes in determining the status of a particular land

• 6.      Hands: Has developed skills in the process of purchasing and registering titled land

• 7.      Heart: Able to distinguish between real land rights issues for the urban poor from opportunism and professional squatters.

COURSE SCHEDULE

(40 hour unit of 120 hr course)

	Activity	Topic	Content
1 – 2	Lecture	Introduction	Introduce topic, theological issues, practical issues, set up field trip.
3 – 15	Field Activities	Analysing Land Issues in a Community	Professor set this up with a local church, divide students into teams, give information on locations of offices, and give students letters of information to take with them, provide GPS system. Break into groups of 6-10. Define areas of responsibility, as not all can do all. With the church people, visit a typical squatter area and talk to the people, and get their permissions to analyse the situation. Determine what type of properties these are from the assessors office, is it private, BIR, Govt Agency, local government, by getting the tax map from the local government. Visit Registry of Deeds, to get the copy of the government title. If it belongs to the government go to the Bureau of lands and survey, to get the subdivision plan. Is it private, govt. if it is a fake title, students need to detect this. Find actual location, through their GPS system. Report back to the community and advise them on their situation. Most likely it is titled in the name of someone else. If it is government they can probably apply for socialised housing. If it is private they can go for CMP. (students need to be trained in details of communicating this first). 10% may have fake titles, so they need to be informed as to what to do.
16	Lecture + Power point	Part 2: Process of Developing Land Rights theology	Issues in a Situational, Contextual Theology of Land How to Develop Contextual Theologies
17-18	Power Point Lecture & discussion	The Kingdom of God and the Land	The Kingdom of God and the Land The Nature of land in the scriptures 3 progressions from landlessness to landedness in the scriptures.
19	Lecture and Discussion	The Biblical Basis for Advocacy	Biblical sources for involvement in doing justice and advocacy on behalf of the poor
20-21	Lecture and Discussion	Part 3: Contextual Issues	Regalian Doctrine, categories of land, illegal titles, illegal exploitation, non-stewardship, no national land policy, syndicates
22	Video Case Study	Review of Documentation	Atty Bringas VCD on a case that shows the various documentation of land titles. “The history of a land title” i.e., from the Original Certificate of Title (OCT) which is the first title issued to the land to the Transfer Certificate of Title (TCT) which is when ownership is transferred to another or when a parcel of land which is covered by an OCT is subdivided into several lots where TCT’s are issued to these lots.
23	Case Studies	Alternatives to present	De Soto Model, Community Mortgage Program
24-25	Lecture	Upgrading squatter areas	Review of UN or NHA plans for upgrading squatter areas
26-38	Self-Study	Land Rights Theology	Reading and Writing of Paper
39-40	Presentation	Land Rights Theology	5 min Class Presentation of papers

 

LEARNING AND ASSESSMENT ACTIVITIES

 1.      Classroom Teaching: Lectures and discussions on biblical and local land rights concepts; different land categories in the Philippines and the government agency having jurisdiction over a particular land; procedure on private land acquisition and transfer of title; and procedure on determining land status and acquisition of land rights documents

2.      2. Readings: The readings will be based on the lecture that is scheduled for the day. They will be assigned to the candidates at the start of the course.

3.      3. Recitation and/or quizzes: The recitation and/or quizzes will be based on the readings assigned for the day. It will help assess the lecturer on the degree of understanding of the assigned subject matter and will be able to focus on the areas that need expounding and clarification. The recitation and/or quizzes will he held prior to the lecture.

4.      4. Case Study: The case study will pertain to actual land rights problem. Discussions will be on how the issues were handled; the weaknesses and strengths of the approaches; and application of the theories on the current land rights issue chosen by individual groups.

5.      5. Field Activity: The class will be divided into groups of 7 and each group will be assigned a particular land rights issue e.g., backtracking of land titles; status of a particular land; or acquisition and transfer of land rights. To accomplish the task, the candidates in the group will go to various government agencies or interview Christian workers in urban poor regarding their particular land rights issue and how they resolved it.

6.      6. Presentation: Each group will be given 10 minutes to present to the class the particular land rights issue assigned to them and explain as to how they were able to accomplish the task. A hard copy of the class presentation will be submitted to the class at least one week prior to the actual presentation. The class will critique the presentation based on the theories they learned from the lectures and it is up to the presenters to defend their case.

 7.      Final Examination: The candidates will have to take the final examination to gauge their degree of knowledge and understanding of the course.

 

Activities and Weighting for land rights unit

This will make up 1/3 of the total grade for the course.

 

Activities	Points Possible	Points Earned
1.      Course Participation and Attendance	15
2.      Group Activity	15
3.      Recitation and Quizzes	25
4.      Presentation	20
5.      Final Examination	25
Total	100

 

Original Version (Suggest we go with Doy's above)

 

Task No.	Description of the task/assignment	Marks	Weighting
TUL655 – 4 (Formative assessment)	Trainees will identify in a one page summary the main documents in national law related to land rights and the main issues.	100	5%
TUL655 – 5 (Formative assessment)	Praxis: Trainees will walk through the steps of determining the land rights issues of a community, as evidenced by a group presentation to the church/community members. Participants and lecturer will rank each ones contribution.	100	15%
TUL655 – 6 (Summative Assessment)	Trainees will articulate a contextual theology of land and land rights that engages the contextual issues and Biblical stories in a 1500 word paper.	100	15%

Task No.	Elements	Evidence required	Judgements about quality of evidence
TUL655 – 4 (Formative assessment)	Identify in a one page summary: Main documents Main titles Main issues	The range is recent agrarian and urban land reform laws, land titles Name of title, office that produces it, type of land it titles 4 issues from class discussions	The sources authoritative
TUL655 – 5 (Formative Assessment)	Walk through the steps of determining the land rights issues of a community	a group presentation to the church/community members of the results of the research.	Participants and lecturer will rank each ones contribution.
TUL655 – 6 (Summative Assessment)	Articulate a contextual theology of land and land rights   that engages the contextual issues     1500 words	Brief discussion of theological process Includes elements from Genesis, the law, the prophets, New Testament Includes three movements from landlessness to landedness 1 from the 4 issues above and other issues from the class discussions	Originality, creativity, diagrams of the relationships, sources of information all accentuate the quality       not more than 1800, not less than 1200 words

 

UNIT MATERIALS (Check these are all in APA format)

* means required reading 

Theology

Breuggemann, Walter, 1977 The Land, Fortress Press.

*Grigg, Viv, 2006, Biblical Reflection on Land and Land Rights, Auckland, Urban Leadership Foundation. (also on website).
 

Philippines

Augilar, Narciso M., 2005, Land Titles and Deeds, Central Book Supply, Inc.

Agcaoili, Justice Oswaldo D., 2006, Property Registration Decree and Related Laws (Land Titles and Deeds), Rex Printing Company, Inc., pp. 1-42; 198-204.

Agcaoili, Justice Oswaldo D., 2007, Law on Natural Resources, Part I (Public Land Act).\ Rex Printing Company, Inc., pp. 1-55

Bringas, Atty. Eduardo V., 2001, VCD On the Plight of the Malanite Homeowner’s Association, Inc. of Antipolo City

Hernandez, Alba, Hernandez, 2004, Landowners’ Rights (Under the Agrarian Reform Program), Central Professional Books, Inc.

Luzviminda Homeowners Association, Inc. et al, versus Hon. Ismael Mathay, Jr. et al. Civil Case No. Q-94-19971

CBSI Editorial Staff, 2005, The Land Registration Act, Property Registration Decree, and Real Estate Laws, Central Book Supply, Inc.

*Congress of the Philippines, 1992, Republic Act No 7279,

*IBP Journal, 2004 Ejectment: beyond possession the social imperative, Vol 30, No 1, pp 92-110.
Manalastas, Judge Danilo A., 2004, The Law on Ejectment and Leases,Central Book Supply., Inc.

Pineda, Usec. Ernesto L., 1999, Property and Ownership, Central Professional Books, Inc., pp. 1-17; 23-40; 42-87; 150-159; 228-307

UNDP, 2002 SLU-SVP Housing Project in UNDP Housing in Manila Project, Nairobi, UNDP. (Check this reference)

 

Global

*UNDP, 2003 Handbook on Best Practices: Security of Tenure and Access to Land, Nairobi, UNDP.

http://www.cohre.org/mpframe.htm

Abrams, Charles (1964), Man's Struggle for Shelter in an Urbanizing World. Cambridge: The MIT Press.

Dwyer, D.J., People and Housing in Third World Cities. London: Longman Group Ltd.

Keare, Douglas H. and Scott Parris (1982), Evaluation of Shelter Programs for the Urban Poor: Principle Findings. World Bank Staff Working Papers no. 547. Washington D.C.: The World Bank

Mangin, William (1967), Squatter Settlements in "Cities: Their Origin, Growth and Human Impact". Readings from Scientific American, pp. 233-240.

Payne, Geoffrey K. (1977), Urban Housing in the Third World. London: Leonard Hill.

Turner, John (1969) "Uncontrolled Urban Settlement: Problems and Policies" in G. Breese (eds.) The City in Newly Developing Countries: Readings on Urbanism and Urbanization. Prentice Hall pp. 507-534.

UNCHS [HABITAT] (1987), Global Report on Human Settlements. London: Oxford University Press

Shabecoff, Alice (1992). Rebuilding Our Communities: How Churches Can Provide, Support and Finance Quality Housing for Low-Income Families. Monrovia, World Vision.

Global Development Research Centre (2001)  “Urban Squatters and Slums”. http://www.gdrc.org/uem/squatters/squatters.html

 

India (needs to be updated)

1981 The Thika Tenancy Act, 1981. Government of West Bengal, Legislature, The Calcutta Gazette. Monday November 2, 1981.

Calcutta Metropolitan Development Authority
1981 “Bustee Improvement Programme of CMDA: An Evaluative Study.” In Calcutta Slums: Problems and Challenges. CASA. pp 6-23.

Chowdhuri, B
1983 “Bank Finance for Slum Dwellers in Calcutta Metropolitan District” in Calcutta Slums. pp 130-132. CASA

Christian Aid
c 1978 Housing: A Tale of Two Cities: London and Calcutta, London: Christian Aid.

 

Older Articles in Land Rights Reader

Theory and Practice of Land Rights and Housing

Angel, Shlomo and Stan Benjamin
l976 “Seventeen Reasons Why the Squatter Problems Can't Be Solved.” Ekistics 242, January 1976. Angel is philosopher of the first degree and it is out of years of extensive analysis of these South-east Asian issues that this article comes up with an unpalatable conclusion. It bears much consideration. They list 17 attitudes inherent in the minds of most government and planning people about squatters that result in an insoluble situation. For each of these a Christian response is required for here we are dealing with ethics and values. Here is a man who truly understands both the mind of the people and the issues of development.

Building Together Assoc. and NHA, Thailand
l984 The Right to Stay: The Poor, The Land and The Law in Asian Cities. Building Together Notes from a seminar held January 26, 1984

 Calcutta Metropolitan Development Authority
1981 “Bustee Improvement Programme of CMDA: An Evaluative Study.” In Calcutta Slums: Problems and Challenges. CASA. pp 6-23.

Chowdhuri, B
1983 “Bank Finance for Slum Dwellers in Calcutta Metropolitan District” in Calcutta Slums. pp 130-132. CASA

Christian Aid
c 1978 Housing: A Tale of Two Cities: London and Calcutta, London: Christian Aid.

Davies, William
1974 The Gospel and the Land. Berkeley: University of California Press.

De Sarkar, P.K.
1982 Policy, Planning and Programme for Development of Shelter, Infrastructure and Services with Special Reference to the City of Calcutta, Regional Congress of Local Authorities for Development of Human Settlements in Asia and the Pacific, Yokohama, Japan. l982. This is a typical planners perspective on eliminating the unsightly, unhygienic problem of the slums. Goves a good overview of the government approach in Calcutta.

Diaz, Ralph
1982 “Restructuring Services to Reach the Urban Poor in Kuala Lumpur.” in Assignment Children,vol no 57/58, 1982.

Dr. Marukadas, C.
1982 Problems of Urban Growth: A Case Study of Madras City, A paper presented to the Regional Congress of Local Authorities for Development of Human Settlements in Asia and the Pacific, Yokohama, Japan, June l982. 93-l07.

Drakakis-Smith D.W.
1979 “The Role of the Private Sector in Housing the Urban Poor in Peninsular Malaysia.” In Issues in Malaysian Development, James C. Jackson and Martin Rudner eds. Kuala Lumpur and Hong Kong: Heinemann Educational Books (Asia) Ltd: 305-337.

Fr. Garcia-Herreros, Rafael
“A Barrio in Bogota.” In New Covenant.

Galantay, E.Y.
l982 “Housing Policy and Settlement Planning as Instruments of Social Stability in S.E. Asia.” Ekistics, Jan-Feb 1982.

Gupta, Devendra B.
“Urban Housing in India.” World Bank Staff Working Papers Number 730. Madras, and Calcutta, 106-111, 111-118.

Hollnsteiner, Mary Racelis
c 1976 “City, Province, or Relocation Site: Options for Manila's Squatters.” in Society, Culture and the Philippino. Institute for Philippine Studies, Atenao, Quezon City.
1975 “Metamorphosis: From Tondo Squatter to Tondo Settler.” In Ekistics, 238, September 1975
1975 “Southeast Asia Low-Cost Housing Study, Penang Conference, April l974.” In Ekistics 238, September l975.

Hunt, Chester L.
l980 “The Moth and the Flame: A Look at Manila's Housing Problems.” Philippine Quarterly of Culture & Society. 99-l07.

Jocano, F. Landa
c 1974 Slums as a Way of Life. University of the Philippines Press. This an ethnography written in a comprehensive manner that also captures the dynamism of the slums in Manila.

 Johnstone, Mike
1979 “Urban Squatters: Unconventional Housing in Peninsular Malaysia.” In Journal of Tropical Geography. Vol 49, Dec 1979. Mike Johnstone in this early article has given one of the early attempts to create a typography of various aspects of slum life, creating a number of continuums and meditating on how these change during the process of ageing of the slum or the process of development.

Juppenlatz, Morris
l970 “A Case Study of Urban Squatter Relocation in the Philippines.” In Cities in Transformation. University of Queensland Press:  88-l47.

Kalaw, Mar
1984 “Government Housing not Safe for Slum Families” .In Malaya. Jan l6-l7, l984.

Keyes, William J.
1983 Approaches to Financing of Unconventional Housing, Informal Systems of Financing. Regional Seminar on Financing of Low-Income Housing, Asian Development Bank, Manila.

Lakshamanan A. and E. Rotner
c 1984 “Madras, India: Low Cost Approaches to Managing Development.” In The City Studies. World Bank, 81-93

Lapierre, Dominique
1986 City of Joy. Doubleday. This is a classic novel of an incarnational priest in a slum of Calcutta.

Lopez-Gonzaga, Violeta
c1986 The Prospects of Agrarian Reform in the Philippines: the Case of Sugarlandia. Unpublished paper.

Madras Metropolitan Dev. Authority and World Bank
l985 “The Madras Experience: Hard-won Successes in Sites and Services, Upgrading Projects.” The Urban Edge. December 1985.

Mangin, William
l967 “Squatter Settlements.” Scientific American. Vol. 2l7 No. 4, October 1967, 2l-29

Martens, Elmer
1981 God's Design: A Focus on Old Testament Theology. Grand Rapids: Baker Book House.

May, Roy
1991 The Poor of the Land. Orbis

National Housing Authority, Philippines
c 1980 Operations Manual (Selected Sections); Metro Manila Zonal Improvement Program: Land for the Urban Poor.

Pornchokchai, Sopon
1984 House-Renters in Bangkok Slum-and-Squatter Settlements with Reference to 480 Existing Settlements. Building Together Association. 1985 1020 Bangkok Slums. School of Urban Research and Community Actions, 685/56 Jaransanitwong 68, Bangplad, Bangkok Noi, Bangkok 10700 Thailand
These studies ((in separate books because of size) are perhaps the most impressive studies of any on the issues of renting, eviction etc. in a total city. They includes extensive maps of land ownership patterns, age, organisation etc. The second is an update on the basic research of the first.

Reinert, Patty
l986 “Refugee Housing: Inflation Will Not Affect Housing Program.” The News. Mexico City, Sept l2 issue.

 Ross, Vicky
1981 Land and Hunger: Philippines. Bread for the World Educational Fund Background Paper #55, July l98l.

Sen, M.K.
1974 The Rehousing and Rehabilitation of Squatters in Kuala Lumpur. Southeast Asia Low-cost Housing Study, Penang Conference, April l974.
1975 “The Rehousing and Rehabilitation of Squatters and Slum Dwellers with Special Reference to Kuala Lumpur.” Ekistics. September, 1975.

Siddiqui, M.K.A.
1984 “The Slums of Calcutta: A Problem and its Solution.” In Calcutta Slums: Problems and Solutions. CASA, 5 Russell Street, Calcutta 700071, 47-63.
1981 The Thika Tenancy Act, 1981. Government of West Bengal, Legislature, The Calcutta Gazette. Monday November 2, 1981. Siddiqui was the pre-eminent urban anthropologist of Calcutta and presents a comprehensive view of the slum context. The issue of land rights is basic and one part of an emerging solution is the Thika Tenancy Act, whereby the power of the land owners has been bought by the government, thus reducing the levels of exploitation from the Zamindars, and thikas of the slum dwellers.

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Relief and Crisis Management

Course Writer: Dr Rob Bellingham

Course Facilitator: The person delivering the course

 

 

UNIT OUTCOMES

 

Outcome1.

To critically analyze the relief context in order to prioritize a response that will appropriately meet critical needs in such a context.

Outcome 2.	To understand the implications of post disaster time frames, and to formulate a response plan to the changing post-disaster-agenda.
Outcome 3.	To develop a matrix for communication and coordination with key people and organizations in a civil emergency clearly demonstrating who does what.
Outcome 4.	To be able to clearly differentiate between relief, rehabilitation and development and transformation.
Outcome 5.	To develop a series of press releases in a civil emergency consistent with recognized protocols.
Outcome 6.	To develop a ‘Volunteers Operating Procedure’ (VOP) detailing how to contribute in a Civil Emergency.

 

UNIT OUTLINE 

Lecture	Topic	Content
1 – 2	Defining Disaster	Sometimes called 'Acts of God' disasters also have a human element. Recognition of the differences between predictable and unpredictable and slow and sudden onset disasters. Candidates will be required to choose a recent disaster appropriate to their region using guidelines provided. These will be presented in class in lecture 13 - 14.
3 – 4	Biblical Disasters and Responses	Noah's flood, refugee movements including slavery, plagues, exodus and wilderness wanderings and the destruction and rebuilding of Jerusalem will be analyzed
5 – 6	Disaster Case Study 1	An analysis of the responses to the December 26, 2004 tsunami in Aceh, Indonesia - DVD available with 60 images from this disaster.
7 – 8	Relief Agency Policy and Practice	An examination of the policies and practice of the United Nations, International Red Cross and Oxfam, World Vision or Tear Fund in Crisis situations in  relation to prioritizing relief and rehabilitation for both people and infrastructure – DVD possibly available. A DVD will be prepared by Rob Bellingham.
9 - 10	Disaster Preparedness and Mitigation	Developing an awareness of  the philosophy of preventing disasters or alleviating the impact of them through early warning systems and modification of the built environment
11 – 12	Civil Defence Plans, Processes and Policies	Looking at local and national civil defence plans and processes (eg. the GANT and Log-frame analysis) and evaluating local case studies such as an epidemic, tsunami, flood, earthquake, or volcanic eruption etc.
13 – 14	Disaster Case Study 2	An analysis of another disaster identified by class members using a disaster response checklist, and prioritization of actions in various emergency situations.
15 - 16	Public Relations in a Crisis Situation	Protocols regarding publicity of disasters and disaster victims,  fundraising norms, intra government issues, military and civilian contributions, networking and coordination issues
17 – 18	Standard Operating Procedures	Examine typical and a specific Civil Emergency Management SOP and critiques of their application in a specific crisis
19 - 20	Relief, Rehabilitation & Development	Critically looking at relief focii and boundaries in the wider context of rehabilitation, development and transformation

 

ASSESSMENT TASKS

Task No.	Description of the task/assignment	Marks	Weighting
TUL655 – 7   (Formative assessment)	Research a case study of a disaster, identifying responses by various agencies and critically analyzing the effectiveness of the responses. This case study must be presented to the lecturer before a specified class presentation.	100	10%
TUL655 – 8   (Formative assessment)	The presentation of the case study in TUL655 - 1 above in the class, to the class members. Clarity of communication, innovation, objectivity, and the ability to respond rapidly in producing this presentation will be assessed in this presentation.	100	5%
TUL655 – 9   (Summative Assessment)	To develop a ‘Volunteers Operating Procedure’ (VOP) detailing how to contribute in a Civil Emergency.	100	20%

 

 

 

Task No.	Elements	Evidence required	Judgements about quality of evidence
TUL655 – 7   (Formative assessment)	Research a case study of a disaster, identifying responses by various agencies and critically analyzing the effectiveness of the responses.	The range is one recent case The research provides sufficient information to critically analyze the response to the disaster There is evidence that a GANT and log-frame analysis of the disaster has been undertaken An alignment with accepted disaster relief protocols has been undertaken An analysis of  the effectiveness of the response	The sources authoritative   The analysis consistent with established protocols   The GANT analysis has been carried out   The log-frame analysis has been carried out   The effectiveness of the response has been analyzed   Ethical considerations are evident
TUL655 – 8   (Formative Assessment)	The presentation of the case study	shows: clarity of communication, innovation, objectivity, and the ability to respond under pressure, as in a disaster situation
TUL655 – 9   (Summative Assessment)	Develop a ‘Volunteers Operating Procedure’ (VOP) detailing how to contribute in a Civil Emergency.	(to be developed)

 

BIBLIOGRAPHY

 

Anderson, M and Woodrow, P.J. (1998). Rising from the Ashes: Development Strategies in Times of Disaster. London. Lynne Reiner Publ. Inc. (338 pages). ISBN-13: 978-1555878009

(Rob and HBI or ATS facilitators need to complete this).

 

 

 

 

FOR ALL UNITS

EXPECTATIONS & GRADING (ATS)

 

            The Grading System

 A.    Outstanding Performance – virtually perfect in attendance, quizzes, examinations, recitations, and assignments; always prepared for class; shows keen interest in the class, asks relevant and penetrating questions; shares deep insights on the subject; and demonstrates exceptional intelligence and unusual creativity

B.     Above Average –  distinguished student in terms of attendance, preparation, examination, recitation, attitude, initiative in asking questions, time management, and work quality

C.    Average – typical student in terms of attendance, preparation, examination, recitation, attitude, initiative in asking questions, time management, and work quality

D.    Below Average – Atypical student in terms of attendance, preparation, examination, recitation, attitude, initiative in asking questions, time management, and work quality

F.  Repeat Course – Inadequate/insufficient performance

 

            ATS Grading System

 

            Grades are standardized and recorded using the following scale:

            

GRADE		PERFORMANCE	PERCENTILE
1.0	A	Outstanding	97-100%
1.25	A-		93-96%
1.5	B+	Superior	89-92%
1.75	B		85-88%
2.0	B-	Satisfactory	80-84%
2.25	C		75-79%
2.5	C-	Minimum Acceptable	70-74%
3.0	F	Unsatisfactory	Below 70%