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Curricular information is subject to change
On completion of this module, students should be able to:
- Design and complete an informed and critical transition analysis through the study of research / literature which locates societies in transition within a theoretical and comparative perspective.
-Understand more fully convergences between the world of development action theory and ‘real-world’ /situated practice through engagement with readings from the field of post-conflict / fragile state intervention.
-Possess a deeper understanding in relation to operating in the (re)development space within a complex, early-stage, peace operation.
-Display a strong grasp of the tensions and possibilities involved in inter-organisational cooperation and coordination within a complex, early-stage, peace operation.
In Summary: The students will gain valuable insight into, and develop practical skills relating to, procedures and protocols which increasingly characterise interventions and missions premised on a ‘comprehensive approach’ to peace and societal reconstruction under the framework of SDG 16.
Security and Development
An Introduction
• Evolution of Environment, Peace, and Conflict Linkages
• A Conceptual Framework for Understanding Environmental Peacebuilding
• Criticality & Analysis: getting value from this module
Natural Resources and the Environment during Armed Conflict
• Natural Resources and Conflict
• Environmental Impacts and Pillage
Environmental Peacebuilding in Fragile & post-conflict settings
• Natural Resources in Post-Conflict Assessments
• Natural Resources in Security and Stabilization
Peace, Development, Human Rights, Equity and Gender Equality
• SIPRI Lectures
• The SIPRI Forum
The Context of Humanitarian Action
• Humanitarian Space
• Humanitarian Action
Societal transition; a sociology of changing regimes & development action
• Phases and concerns in ST
• Legitimate stakeholders
Student Effort Type | Hours |
---|---|
Tutorial | 12 |
Seminar (or Webinar) | 12 |
Specified Learning Activities | 40 |
Autonomous Student Learning | 70 |
Online Learning | 10 |
Total | 144 |
Not applicable to this module.
Remediation Type | Remediation Timing |
---|---|
In-Module Resit | Prior to relevant Programme Exam Board |
• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment
• Peer review activities
Learning in this module is based on continuous, task-based activity with learning opportunities built into every session of the course. Feedback to these tasks is informal. The formal module assignment is designed to reflect the necessity to study and tackle short-individualised assignments across the full teaching-run of the module. These assignments take account of (a) the complexities of working for sustainable development within fragile and unsettled contexts, and (b) the individual interests of the student. To this end, a portfolio of work is developed over the course of the module, representing a balance between these understandings and interests. This portfolio is assessed on completion and feedback made available in written or oral form to the individual student, as appropriate.
Name | Role |
---|---|
Professor Patrick Paul Walsh | Lecturer / Co-Lecturer |