**SOUTHERN CROSS UNIVERSITY**

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School of Human Services

Course Accreditation Document

Graduate Certificate in Community Development

(Emergency Management Human Services)

Graduate Diploma in Community Development

(Emergency Management Human Services)

Masters of Community Development

(Emergency Management Human Services)

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height="1.3194444444444444e-2in"}

**Table of Contents**

CONTENT PAGE

Course Overview 1

Resource Impact Statement 8

Course Entry Requirements 10

Teaching/Learning Methods 10

Assessment Methods 10

Course Monitoring 11

Unit Statements

Perspectives of Community Development 12

Political, Economic and Cultural Aspects of Community Development 17

Community Education 22

Issues in Disaster Management 27

Disaster Preparedness and Prevention 33

Living in a Hazardous Environment 39

Social Dimensions of Disasters 44

Analytical Methodologies in Emergency Management 51

Conceptual Contexts of Human Services 56

Analysis of Contemporary Policy in Human Services 60

Delivery Systems in Human Services 64

Evaluation and Accountability in Human Services 68

Staffing and Resources 71

Rules

Graduate Certificate in Community Development 72

Graduate Diploma in Community Development 75

Masters in Community Development 78

**Course Overview**

**Course Title and Title Abbreviation**

*Title*

Master of Community Development (Emergency Management/Human Services)
Graduate Diploma of Community Development (Emergency Management/Human
Services)

Graduate Certificate of Community Development (Emergency
Management/Human Services)

*Abbreviation*

MCD (EM/HS)

GDCD (EM/HS)

GCCD (EM/HS)

*Generic Title*

Master of Community Development

Graduate Diploma of Community Development

Graduate Certificate of Community Development

**Level of Course**

Masters by Coursework

Graduate Diploma by Coursework

Graduate Certificate by Coursework

**Aims of Course and Relationship to University Plan**

This course aims to provide flexible options in postgraduate course work
for people working in the community in the specific area of Emergency
Services or generic Human Services. Underpinning Community Development
to both these areas of practice is unique.

For Emergency Services, the course aims to:

-   be an internationally recognized program of study for people
    involved in emergency management in Australia and the Asian and
    Pacific regions;

-   link community development and emergency management;

-   be unique, as most emergency management programs concentrating on
    the macro issues of prediction, response and logistics rather than
    prevention of severe effects of disasters in communities;

-   meet the needs of regional, national and international agencies
    responsible for emergency management; and

-   meet an identified deficit in emergency management education.

For Human Services, the course aims to:

-   provide an opportunity for practitioners to apply community
    development concepts to the developing area of human services;

-   incorporate community development into human services practice;

-   give community practitioners the opportunity to enhance their skills
    in community development within the human service area; and

-   provide Social Science and other similar graduates with an
    opportunity to advance their skills and knowledge in community
    development.

The proposed course serves the University Plan by:

-   providing a course which meets needs of regional, national and
    international communities;

-   being innovative and responsive to an identified need that is
    compatible with the undergraduate offerings of the university;

-   delivering a unique program in a region that has a considerable need
    for disaster preparedness and response;

-   providing the course in partnership and collaboration with other
    world leaders in disaster management education;

-   responding to the objectives of International Decade for Natural
    Disaster Reduction of the United Nations which is concerned with
    limiting the effect of natural disasters;

-   providing a course which is income generating and has potential for
    international students as well as industry partnerships within
    Australia; and

-   combining two course approval documents (Masters in Human Services
    and Masters in Community Development) into one flexible and
    innovative course, thus reducing the course offerings and maximizing
    the course opportunities for students.

**Need for Course**

The School of Human Services has been working on the development of
postgraduate fee paying course for some time. Previously the University
Council has approved the development of a Masters of Human Services and
more recently, a Masters in Community Development (Emergency
Management). This proposal combines both those course development
submissions into one flexible course.

At the close of 1997 Jean Griffiths and Stewart Hase visited the
University of Madison-Wisconsin which is the major developer of disaster
management programs in the world; the Federal Emergency Management
Agency in Washington, which is the United States government agency
responsible for disaster management, response and education; Coventry
University which delivers degree programs in disaster management; the
Moreton-on-Marsh Fire College; and the United Nations Office of
Humanitarian Affairs, I.D.N.D.R. Secretariat.

These meetings clarified that the international emphasis for disaster
management has shifted from one of response to one of disaster reduction
which is encompassed in the community development processes. No such
disaster management program currently exists in the world that includes
Community Development as a major focus. Lastly, it was pointed out that
Australia is positioned in a region where disasters are commonplace but
where community development initiatives in disaster reduction are
critical and yet remain poorly developed. The ever increasing incidence
of disasters requiring international communities to provide extensive
and expensive aid has highlighted that these vulnerable communities need
assistance in taking action to reduce the effects of such disasters.

The University of Madison-Wisconsin, the Federal Emergency Management
Agency in Washington, Coventry University, Moreton-on-Marsh Fire College
and the United Nations Office of Humanitarian Affairs, I.D.N.D.R.
Secretariat expressed their willingness to partner Southern Cross in
developing and delivering postgraduate and undergraduate programs in
community development in the area of disaster reduction. This partnering
includes making available to Southern Cross University existing
accredited university course material from the Federal Emergency
Management Agency of the United States Government and the Office of
Humanitarian Affairs of the U.N. for adaptation to distance delivery in
this program.

The Graduate Certificate, Graduate Diploma and Masters courses proposed
here are aimed at those people involved in emergency management and
training, as well as community development and implementation in
Australia, Asia and Pacific countries. It is envisaged that some
students may be obtained from Australia and New Zealand. The Queensland
Police and the Australian Emergency Management Institute (AEMI) have
also showed a keen interest in this program and its appropriateness for
developing their staff. Police services throughout Australia have a
major role in emergency management and AEMI provides professional
development to emergency services throughout Australia. This linking
ensures relevance and collaboration with those operating in this field,
which are vital requirements for the successful implementation of this
program.

Thus it was recommended to the Vice-Chancellor that we move rapidly to
establish such a disaster management program which uses a combination of
materials already developed by the above institutions as well as the new
community development strand developed by Southern Cross University's
School of Human Services with an emphasis on community education aspects
of disaster prevention. This should be accomplished by forming
partnerships with The Centre for Disaster Management at Wisconsin
University, the Emergency Management Institute of the Federal Emergency
Management Agency in Washington, and the current Coventry
University-Fire Training College alliance in the United Kingdom. To
formulate the Community Development/Community Education strand, we have
consulted with the IDNDR Secretariat of the Office of Humanitarian
Affairs in United Nations in Geneva and the Australian Emergency
Management Institute. As a result the Vice-Chancellor has provided funds
for the development of the Graduate Certificate, Graduate Diploma and
Masters courses recognizing the potential niche market globally for this
program.

**Sources of Advice**

Advice regarding this course has been obtained from the following group
from which an Advisory Committee will be formed:

Mr. Alan Hodges, Director General, Emergency Management, Australia

Mr. Rod McKinnon, Director, Policy Planning and Coordination, Emergency
Management, Australia.

Mr. John Salter, Australian Emergency Management Institute, Mt Macedon
Vic

Dr. Don Schramm, University of Wisconsin, Madison

Professor Chris Pratt, Coventry University

Dr. Tony Genes, Moreton-In-Marsh Fire College

Mr. Ken McKay, Director, Federal Emergency Management Agency, USA

Mr. Stephen Sharro, Deputy Director, Training Division, Federal
Emergency Management Agency, USA

Mr. Phillipe Boulle, Director IDNDR Secretariat, Department of
Humanitarian Affairs, United Nations, Geneva

Dr. Wayne Blanchard, Federal Emergency Management Agency, USA

Mr. Terry Jeggle, IDNDR Secretariat, Department of Humanitarian Affairs,
United Nations, Geneva

Ms. Christine Schneider, IDNDR Secretariat, Department of Humanitarian
Affairs, United Nations, Geneva

Dr. Elizabeth Ozanne, Department of Social Work and Social Policy,
University of Melbourne

Dr. Jim Ife, School of Social Work and Social Administration, University
of Western Australia

Mr. Mark Wilson, Manager, Primary and Extended Care, Mid North Coast
Health Service, Northern Sector

Dr. Tony Vinson, Director of Research, UNIYA Jesuit Social Justice
Centre

Ms. Jean Griffiths, Head, School of Human Services

Ms. Uschi Bay, School of Human Services

Dr. Stewart Hase, School of Social and Workplace Development

Dr. Herbert Biggs, School of Human Services

**Duration of Course**

Like other coursework postgraduate programs offered at Southern Cross
University the three awards represent entry and exit levels.

  ------------------- -------------------- --------------- ----------------
  Graduate            4 Units of 150 hours 1 Trimester F/T 2 Trimesters P/T
  Certificate                                              

  Graduate Diploma    8 Units of 150 hours 2 Trimesters    4 Trimesters P/T
                                           F/T             

  Masters             12 Units of 150      3 Trimesters    6 Trimesters P/T
                      hours                F/T             
  ------------------- -------------------- --------------- ----------------

**Year of Introduction**

The course will be introduced in the second Trimester of 1999.

**Field of Study**

030299 Humanities and Social Sciences-Other

**Delivery Mode**

The course will be offered as a combination of external and internal
study, full and part-time.

**Transitional Arrangements**

Not Applicable

**Intake in EFTSU for First Three Intakes**

1999 20 EFTSU

2000 20 EFTSU

2001 20 EFTSU

**Intake in Persons by Attendance Status**

1999 40 students in a combination external-internal study

2000 40 students in a combination external-internal study

2001 40 students in a combination external-internal study

**Resource Impact Statement**

See Attached Documentation

**Fees**

This will be a full fee course.

**Indicative Course Structure**

While the units for each of the awards appear as discrete subject areas
there are a number of themes that provide the substantive theoretical
underpinning for the course. These themes are:

-   rights and responsibilities of communities;

-   social development;

-   application to industry/community;

-   ethics;

-   learning communities; and

-   critical thinking and inquiry.

***Graduate Certificate***

*Core Units*

Principles of Community Development New

Political, Economic and Cultural Aspects of Community New

*Emergency Management Strand*

Issues in Emergency Management New

Disaster Preparedness & Prevention New

*Human Services Strand*

Conceptual Contexts of Human Services New

Delivery Systems in Human Services New

***Graduate Diploma***

*Core Unit*

Community Education New

*Emergency Management Strand*

Living in a Hazardous Environment New

Social Dimensions of Disaster New

Analytical Methodologies in Emergency Management New

*Human Service Strand*

Analysis of Contemporary Policy in Human Services New

Evaluation and Accountability in Human Services New

Elective from existing post graduate units of SCU Existing

***Masters***

Research Dissertation ED756

Independent Study Unit IS165

**Off Campus Practical Requirements**

Nil

**Professional Recognition**

Nil

**Schedule of Units**

Principles of Community Development (Core) New

Community Education in Emergency Management (Core) New

Political, Economic and Cultural Aspects of Community (Core) New

Issues in Emergency Management New

Living in a Hazardous Environment New

Disaster Preparedness & Prevention New

Social Dimensions of Disaster New

Analytical Methodologies in Emergency Management New

Conceptual Context of Human Services New

Analysis of Contemporary Policy in Human Services New

Delivery Systems in Human Service New

Evaluation and Accountability in Human Services New

Research Dissertation ED756

Independent Study Unit IS165

Elective

**RESOURCE IMPACT STATEMENT**

**COURSE DEVELOPMENT APPROVAL/ACCREDITATION**

**[1. New Academic Staff Costs]{.underline}**

Year 1 .5 Lecturer C

Year 2 .5 Lecturer B

Year 3 Nil

Year 4 Nil

**[2. New General Staff]{.underline}**

Year 1 .2 HEW 3

Year 2 .2 HEW 3

Year 3 Nil

Year 4 Nil

**[3. Cost Savings]{.underline}**

Year 1 Nil

Year 2 Nil

Year 3 Nil

Year 4 Nil

**[4. Set Up Costs]{.underline}**

**Equipment:**

**(a) Computing**

Year 1 Nil

Year 2 Nil

Year 3 Nil

Year 4 Nil

**(b) Other Items Over \$5,000**

The major cost of this program is the development of distance materials
which has already been funded with an innovation grant.

Year 1 Nil

Year 2 Nil

Year 3 Nil

Year 4 Nil

**[5. Other Non-Salary Items]{.underline}**

Year 1 \$7000

Year 2 \$7000

Year 3 \$7000

Year 4 \$7000

The major NSI costs for this program are in the cost of providing
external study materials and in travel to maintain partnerships with the
organizations collaborating on the program, thus ensuring that the
material in the program is current and maintained at the "cutting edge".
It is anticipated that the majority of these costs will be met through
the income generated and through the School of Human Services.

**[6. Work Experience]{.underline}**

Year 1 Nil

Year 2 Nil

Year 3 Nil

Year 4 Nil

**[7. Library and Facilities Costs]{.underline}**

**(a) Library**

No library resources required above those normally allocated to the
school.

**(b) Facilities**

Number of additional:

-   staff offices required Nil

-   lecture theatres required Nil

-   tutorial rooms required Nil

-   computers required Nil

-   laboratories required Nil

-   other requirements Nil

No additional facilities are required as it is anticipated that all
these requirements can be met from the School of Human Services current
allocation and from utilizing the computer laboratories during the major
non-teaching period.

**[8. Expected Sources of Funds]{.underline}**

Full fee paying

**Course Entry Requirements**

Applicants for admission to these courses in Emergency Management shall:

\(a\) have fulfilled all the requirements for admission to a degree or
qualification of

equivalent standing at this or another university or tertiary
institution; or

\(b\) have demonstrated academic achievement, professional standing or
experience

(or a combination of these) considered to be equivalent to the
requirement of (a).

**Teaching/Learning Methods**

This course will be offered primarily by external studies using a
variety of teaching methods including printed study guides, reading
resources, internet access, teleconferencing, email tutorials, on-site
mentoring, and work-based learning. The courses will be mounted on the
internet using the model currently being developed by the University's
on-line pilot projects.

The School of Human Services has extensive experience in offering
courses by external studies as evidenced by the success of the Bachelor
of Social Sciences. While prescribed content is delivered through
self-instructional materials there is flexibility in activities and
assessment for the participant to apply learning in their own specific
context. Thus elements of the learning experience are negotiated between
the academic, the participant and, in some cases, the sponsor.

The option will be provided to overseas participants and by negotiation
with their sponsoring agency or government to attend a face-to-face
component at Southern Cross University, to be conducted at a time
suitable to access university facilities and to the student. In these
cases the course will involve a mix of distance and face-to-face
methods.

**Assessment Methods**

The School of Human Services uses a variety of assessment methods
designed to address the Unit objectives and is as individualized as
practicable. The School is particularly concerned that the assessment is
relevant, weighted appropriately, formative and that the student is not
over-assessed.

Assessment methods used by the School are consistent with common
practice in higher education and include essays, project reports,
research reports, and practical activities. This course will mainly
utilize case studies, learning contracts or projects.

Since assessment is formative, extensive feedback is given students as
well as additional tutorials (by telephone or email) as required.
Marking criteria and standards are continuously evaluated by
cross-marking and by peer appraisal.

**Course Monitoring**

Course monitoring is a continuous process through student feedback and
formal appraisal, annual review of the curricula and assessment by a
meeting of staff, and feedback by sponsors.

A comprehensive review involving all stakeholders of this course will be
undertaken every 3 years to ensure its relevance to the emergency
management community and in recognition of the rapidly changing areas of
community development and emergency management. This is well within the
University policy of course review every six years.

**Southern Cross University**

**School of Human Services**

  ------------------------------- ---------------------------------------
  **Unit Statement**              

  **Unit Title:**                 **Perspectives of Community
                                  Development**

  Unit Code:                      TBA

  Award Name:                     **Masters of Community Development**

  Type of Unit:                   Core

  Pre-requisites:                 Nil

  Co-requisites:                  Nil

  Mode of Study:                  External

  Semester Offered:               

  Teaching Unit:                  School of Human Services

  DEET Discipline:                2.01

  Staffing:                       TBA
  ------------------------------- ---------------------------------------

**Aims**

Community development is increasingly being utilized as a process by
which social change is initiated. This Unit aims to introduce students
to the theoretical and contextual components that influence the process
of community development in a variety of situations.

**Objectives**

On completion of this Unit students should be able to:

1.  Identify the contextual factors of the global environment and
    national and regional characteristics that impact upon community
    development.

2.  Discuss the theoretical underpinnings of community development.

3.  Critically analyze the context in which community development
    occurs.

4.  Differentiate between approaches to community development.

5.  Apply community development methodologies to different situations.

**Handbook Entry**

Provides students with an overview of the contextual and theoretical
elements of Community Development. Approaches to community development
will be critically analyzed using the contextual and theoretical
elements and apply the process of community development to a variety of
settings.

**Syllabus**

Overview of Community

Contextual Factors: Global environment

National and Regional Characteristics

Emerging Themes in Community Development

Theoretical Elements of Community Development

Community Development Across a Variety of Settings

Approaches to Community Development

Strategies and Methods of Community Development

Community Development in Human Services and Emergency Management

**Prescribed Text**

TBA

**Reference Materials**

Bennett, L., (1997) Urban redevelopment and grassroots action in Chicago
and Sheffield: themes, variations and uncertain legacies. *International
Journal of Urban and Regional Research. Vol 21* No 4 pp 664-677.

Booth, M., (1997) (Community Development: 'Oiling the Wheels of
Participation'?

*Community Development Journal Vol 32* No 2 pp 151-158.

Bournat, J., Johnson, J., Pereira, C., Pilgrim, D., Williams, F., Eds
(1997) *Community Care: A Reader.* Macmillan: London.

Campfens, H Ed (1997). *Community Development around the world:
Practice, Theory, Research* & *Training.* University of Toronto Press:
Toronto Canada.

Coulton, CJ., (1996) Poverty, work, and community: a research agenda for
an era of diminishing federal responsibility. *Social Work Vol 41* No 5,
pp 509-520.

Craig, G & Mayo, M Eds (1995) *Community Empowerment: A Reader in
Participation and Development.* Zed Books: London.

Craig, G., (1998) Community Development in a Global Context *Community
Development Journal. Vol 33* No 1 pp 2-17.

Crow, G., (1997) *Comparative Sociology and Social Theory: Beyond the
Three Worlds.* Macmillan: London.

Ife, J., (1995) *Community Development: Creating community
alternatives - vision, analysis and practice.* Addison Wesley:
Melbourne.

Friedman, J (1992), *Empowerment: The Politics of Alternative
Development.* Blackwell: Oxford.

Gilbert, A., (1994) Third world cities: poverty, employment, gender
roles and the environment during a time of restructuring. *Urban
Studies. Vol 31* No 4-5, pp 605-34.

Handy, J W., (1993) Community economic development: some critical
issues. *Review of Black Political Economy. Vol 21* No 3 pp 41-65.

Hesselbein, F., Goldsmith, M., Beckhard, R., & Schubert, R F Eds (1998)
*The Community of the Future.* Jossey-Bass Publisher: San Francisco.

Howes, M., (1997) NGO's and the institutional development of membership
organizations: a Kenyan case. *Journal of Development Studies. Vol 33*
No 6, pp 820-848.

Kenny, S., (1994) *Developing Communities for the Future: Community
Development in Australia.* Nelson: Melbourne.

Knack, R., (1993) Empowerment to the people. *Planning. Vol 59* No 2 pp
21-9.

Nowak, J., (1997) Neighbourhood initiative and the regional economy.
*Economic Development Quarterly. Vol 11* No 1 pp 3-11.

Packham, C., (1998) Community Auditing as community development.
*Community Development Journal. Vol 33* No 3 pp 249-259.

Pearson, M., & Scherer, P., (1997) Balancing security and sustainability
in social policy. *OECD Observer,* April - May, (205) p 6-10.

Rahman, A., (1993) *People's Self-development: Perspectives on
Participatory Action Research.* Zed Books: London.

Riches, G., (1997) *First World Hunger.* Macmillan: London.

Sadan, E., & Churchman. A., (1997) Process-focused and product-focused
community planning: Two variations of empowering professional practice.
*Community Development Journal. Vol 32* No 1 pp 3-16.

Stafford, C., Furz B., (1997) *Society and Change: A Sociological
Introduction to Contemporary Australia.* 2nd edit. Macmillan: Sydney.

Titterton, M., Ed (1994) *Caring for People in the Community: The New
Welfare.* Jessica Kingsley Publishers: London.

**Journals**

American Journal of Community Psychology

Community Development Journal

Community Quarterly

Journal of Housing and Community

Social Forces

**Web Sites**

**Student Assessment Requirements**

**Assessment Item 1**

This assessment item relates to objectives 1 & 2

**Type:** Essay

**Length:** 2000 words

**Value:** 40%

**Due Date:**

**Assessment Item 2**

This assessment item relates to objectives 1, 2, 3, 4 & 5

**Type:** Case Study

**Length:** 3,500-4,000 words

**Value:** 60%

**Due Date:**

**Intended Distribution Of Student Load**

The assumed student workload for the Unit is 150 hours which comprises
reading the

Study Guide and undertaking guided activities, examining readings and
texts, accessing other resources and preparation of assessments.

**Southern Cross University**

**School of Human Services**

  ------------------------------- ---------------------------------------
  **Unit Statement**              

  **Unit Title:**                 **Political, Economic and Cultural
                                  Aspects of Community Development**

  Unit Code:                      TBA

  Award Name:                     **Masters of Community Development**

  Type of Unit:                   Core

  Pre-requisites:                 Nil

  Co-requisites:                  Nil

  Mode of Study:                  External

  Semester Offered:               

  Teaching Unit:                  School of Human Services

  DEET Discipline:                2.01

  Staffing:                       TBA
  ------------------------------- ---------------------------------------

**Aims**

Community development can only occur with a thorough understanding of
the political, economic and cultural context in which it occurs. This
Unit aims to challenge students to analyze those contextual elements
which impact significantly on the process of community development. In
addition students will be challenged to question their own values and
beliefs in relation to the political, economic and cultural elements of
communities.

**Objectives**

On completion of this Unit students should be able to:

1.  Identify their own values and beliefs about the political, economic
    and cultural influences on communities.

2.  Analyze the political influences and processes of communities.

3.  Determine the economic needs of the community within a social
    development context.

4.  Differentiate between the cultural elements of the community, the
    host culture and the development process.

**Handbook Entry**

Students will explore their personal values and beliefs as they impact
on the process of community development. They will explore in depth the
political processes and influences on the communities, as well as
economic influences within a social development framework. Culture
within the community will be examined.

**Syllabus**

Overview of the Context of Communities

Personal Values and Beliefs and Perceptions

Political elements in Communities

-   Global, National, Regional and Local

-   Power versus Empowerment

-   Paternalism versus Self Determination

Economic needs within social development framework

-   Social Development and Economic Paternalism

-   Economic Development versus Human Rights

-   Humanitarianism versus Community Empowerment

Cultural Dimensions of Community

-   Cultural sensitivity and significance

-   Community Culture within a host culture

-   Conflicts between cultural elements

Case studies from a variety of countries

**Prescribed Text**

TBA

**Reference Materials**

Bennett, L (1997) Urban redevelopment and grassroots action in Chicago
and Sheffield: themes, variations and uncertain legacies. *International
Journal of Urban and Regional Research,* Dec 1997 v21 n4 p 664-677.

Bournat, J., Johnson, J., Pereira, C., Pilgrim, D., Williams, F., Eds
(1997) *Community Care: A Reader.* Macmillan: London.

Campfens, H, Ed (1997). *Community Development around the world:
Practice, Theory, Research* & *Training.* University of Toronto Press:
Toronto Canada.

Clark. A M (1995) Non-governmental organizations and their influence on
international society. *Journal of International Affairs,* Wntr 1995 v48
n2 p 507-525.

Clarke, S E & Gaile, G L (1997) Local politics in a global era: thinking
locally, acting globally. *The Annals of the American Academy of
Political and Social Science* May 1997 v551 p 28-42.

Craig, G & Mayo, M Eds (1995) *Community Empowerment: A Reader in
Participation and Development.* Zed Books: London.

Esman, MJ (1997) Public administration, ethnic conflict, and economic
development *Public Administration Review,* Nov-Dec 1997 v57 n6 p
527-534.

Friedman, J (1992). *Empowerment: The Politics of Alternative
Development.* Blackwell: Oxford.

Grayson, D (1998) Take your partners for the future. *New Statesman*
(1996), April 24, 1998 v127 n4382 p 26.

Handy, J W., (1993) Community economic development: some critical
issues.

*The Review of Black Political Economy. Vol 21* No 3 pp 41-65.

Jakobsen, P V (1996) National interest, humanitarianism or CNN: what
triggers UN peace enforcement after the Cold War? *Journal of Peace
Research,* May 1996 *Vol 33*

no 2 pp 205-16.

Kenny, S., (1994) *Developing Communities for the Future: Community
Development in Australia.* Nelson: Melbourne.

Knudsen, D C (1997) Response: what works best? Reflections on the role
of theory in planning. *Economic Development Quarterly,* August 1997
*Vol 11* no 3 pp 208-212.

Lattas, A (1996) Humanitarianism and Australian nationalism in colonial
Papua: *The Australian Journal of Anthropology,* August 1996 v7 n2 pp
141-66.

Lloyd, J (1997) Charities and other big international agencies aren't
best placed to deal with famine. The better answer is to cultivate
democracy and rights in the countries concerned. *New Statesman* (1996),
August 22, 1997 *Vol 126* no4348 p 9.

Lucy, R., (1993) *The Australian Form of Government: Models in Dispute.*
Macmillan: Melbourne.

Morrison, B M (1998) The transcendence of locality and the persistence
of community in Sri Lanka, 1980-1995. *Journal of Asian and African
Studies, Vol 33* No 2 pp 205-233.

Pearson, M, & Scherer. P., (1997) Balancing security and sustainability
in social policy. *OECD Observer.* April-May, (205) p 6-10.

Peterson, W H (1998) Rational ignorance or citizenship education? Our
second democracy? *Vital Speeches,* April 1, 1998 v64 n12 p 368-71.

Rahman, A., (1993) *People's Self-development: Perspectives on
Participatory Action Research.* Zed Books: London.

Riches, G., (1997) *First World Hunger* Macmillan: London.

Robinson, M (1997) Imaginative possessions: John Galway Foster Lecture.
*Critical*

*Quarterly,* Winter 97 v39 n4 p 3-9.

Roberts, A., (1994) The road to hell: humanitarian intervention.
*Current,* June 1994 n363 p 24-9.

Sollis, P (1994) The relief-development continuum: some notes on
rethinking assistance for civilian victims of conflict. *Journal of
International Affairs,* Wntr 1994 Vol 47 n2

p 451-471.

Sullivan, P (1996) All Free Man Now: Culture, Community and Politics in
the Kimberley Region, *North-Western Australia Australian Institute of
Aboriginal and Torres Strait Islander Studies, Report Series,* 1996, pp
xiv + 130, ISBN 0 85575 274 2.

Titterton, M., Ed (1994) *Caring for People in the Community: The New
Welfare.* Jessica Kingsley Publishers: London.

Talhami G H (1997) Palestinians in Jerusalem: the denationalization of a
community. *Middle East Policy,* Sep 1997 v5 n3 p 57-69.

Widner, J & Mundt, A (1998) Researching social capital in Africa
*Africa,* Wntr1998

v68 n1 p1-25.

Yin, J S (1998) The community development industry system: a case study
of politics and institution in Cleveland, 1967-1997. *Journal of Urban
Affairs,* Spring 1998 v20 n2

p 137-58.

**Journals**

American Journal of Community Psychology

Community Development Journal

Community Quarterly

Journal of Housing and Community

Social Forces

**Web Sites**

**Student Assessment Requirements**

**Assessment Item 1**

This assessment item relates to objectives 1, 2, 3 & 4

**Type:** Project analyzing a community

**Length:** 5,000-6,000 words

**Value:** 100%

**Due Date:**

**Intended Distribution Of Student Load**

The assumed student Workload for the Unit is 150 hours which comprises
reading the Study Guide and undertaking guided activities, examining
readings and texts, accessing other resources and preparation of
assessments.

**Southern Cross University**

**School of Human Services**

  ------------------------------- ---------------------------------------
  **Unit Statement**              

  **Unit Title:**                 **Community Education**

  Unit Code:                      TBA

  Award Name:                     **Masters of Community Development**

  Type of Unit:                   Core

  Pre-requisites:                 Principles of Community Development

  Co-requisites:                  Nil

  Mode of Study:                  External

  Semester Offered:               

  Teaching Unit:                  School of Human Services

  DEET Discipline:                2.01

  Staffing:                       TBA
  ------------------------------- ---------------------------------------

**Aims**

Education at the community level is one of the major strategies of
Community Development. This Unit aims to introduce students to the
processes involved in educating communities for both immediate and
longer-term problems. The unit will utilize educational techniques to
facilitate the development of learning communities.

**Objectives**

On completion of this Unit students should be able to:

1.  Discuss the principles of adult and organizational learning as they
    apply to learning communities.

2.  Identify factors which influence community learning.

3.  Analyze the learning needs of the community in a variety of
    situations.

4.  Distinguish between the various roles of community educator and how
    the various roles impact on the choice of learning strategies.

5.  Develop and implement an educational program at the community level.

**Handbook Entry**

Provides students with an overview of learning theories and educational
strategies as they apply to community education. The unit explores the
various educational roles as they relate to community educational needs.

**Syllabus**

Overview of Learning Communities

Principles of Adult and Public Education

Learning Theories

Role of Community Educator

Factors which influence community learning:

-   Social

-   Political

-   Economic

-   Cultural

Assessing Community Learning Needs

Emergency Situations versus Social Change

Case studies in Community Education

**Prescribed Text**

TBA

**Reference Materials**

Beggs, J J, Haines, V A & Hurlbert, J S (1996) Situational contingencies
surrounding the receipt of informal support. *Social Forces, Vol 75* No1
pp 201-223.

Bournat, J., Johnson, J., Pereira, C., Pilgrim, D., Williams, F., Eds
(1997) *Community Care: A Reader.* Macmillan: London.

Campfens, H Ed (1997). *Community Development around the world:
Practice, Theory, Research* & *Training.* University of Toronto Press:
Toronto Canada.

Craig, G & Mayo, M Eds (1995) *Community Empowerment: A* *Reader in*
*Participation and Development.* Zed Books: London.

Crowther, J., & Shaw M., (1997) Social Movements and the Education of
Desire. *Community Development Journal. Vol 32* No 3 pp 266-279.

Ife, J., (1995) *Community Development: Creating community
alternatives - vision, analysis and practice.* Addison Wesley:
Melbourne.

Foley G. Ed. (1995) *Understanding adult education and training.* Allen
& Unwin: Sydney.

Friedman, J (1992), *Empowerment: The Politics of Alternative
Development.*

Blackwell: Oxford.

Gillespie, D F., & Murty, S., (1994) Cracks in a postdisaster service
delivery network. *American Journal of Community Psychology. Vol 22* ,
No 5 pp 639-661.

Hesselbein, F., Goldsmith, M., Beckhard, R., & Schubert, R F Eds (1998)
*The Community of the Future.* Jossey-Bass Publisher: San Francisco.

Kenny, S., (1994) *Developing Communities for the Future: Community
Development in Australia.* Nelson: Melbourne.

Knowles, M., (1990) *The Adult Learner: A neglected species.* Gulf
Publishing:

Houston Texas.

Newman, M., (1994) *Defining the Enemy: Adult Education in Social
Action.* Stewart Victor Publishing: Sydney.

Pearson, M., & Scherer, P., (1997) Balancing security and sustainability
in social policy. *OECD Observer,* April-May, (205) p 6-10.

Poster, C., & Kruger, A., Eds (1990). *Community Education in the
Western World.*

Routledge: London.

Rahman, A., (1993) *People's Self-development: Perspectives on
Participatory Action Research.* Zed Books: London.

Riches, G., (1997) *First World Hunger* Macmillan: London.

Schram, B., & Mandell, B. R., (1994) *An Introduction to Human Services:
Policy and Practice.* 2nd edit., New York: Macmillan.

Stafford, C., Furz B., (1997) *Society and Change: A* *Sociological
Introduction to Contemporary Australia.* 2nd edit. Macmillan: Sydney.

Thorpe, M., Edwards, R., & Hanson, A., Eds (1993) *Culture and Process
of Adult Learning.* Routledge: London.

Titterton, M., Ed (1994) *Caring for People in the Community: The New
Welfare.* Jessica Kingsley Publishers: London.

**Journals**

American Journal of Community Psychology

Community Development Journal

Community Quarterly

Journal of Housing and Community

Social Forces

**Web Sites**

**Student Assessment Requirements**

**Assessment Item 1**

This assessment item relates to objectives 1 & 2

**Type:** Essay

**Length:** 2000 words

**Value:** 40%

**Due Date:**

**Assessment Item 2**

This assessment item relates to objectives 3, 4 & 5

**Type:** Community Education Proposal

**Length:** 3,500-4,000 words

**Value:** 60%

**Due Date:**

**Intended Distribution of Student Load**

The assumed student workload for the Unit is 150 hours which comprises
reading the Study Guide and undertaking guided activities, examining
readings and texts, accessing other resources and preparation of
assessments.

**Southern Cross University**

**School of Human Services**

  ------------------------------- ---------------------------------------
  **Unit Statement**              

  **Unit Title:**                 **Issues in Disaster Management**

  Unit Code:                      TBA

  Award Name:                     **Masters of Community Development**

  Type of Unit:                   Core

  Pre-requisites:                 Nil

  Co-requisites:                  Nil

  Mode of Study:                  External

  Semester Offered:               

  Teaching Unit:                  School of Human Services

  DEET Discipline:                2.01

  Staffing:                       TBA
  ------------------------------- ---------------------------------------

**Aims**

Presents a number of major concepts underpinning disaster management and
preparedness in the context of community development. These concepts
are: the scope of disaster management; an overview of the principles and
practice of disaster response and recovery; economics and disaster;
legal and ethical issues of disasters; politics and disasters; and
community development.

**Objectives**

On completion of this Unit students should be able to:

1.  Outline the development of international, national and local
    government policy in emergency management.

2.  Describe the types, effects and threat of disasters worldwide.

3.  Compare and contrast policy and processes associated with disaster
    response, disaster recovery, disaster preparedness and hazard
    mitigation.

4.  Describe the role of major international and national agencies
    involved in emergency management.

5.  Analyze the economic, social, legal and ethical implications of a
    community development approach to disaster preparedness and
    mitigation.

6.  Outline the major issues involved in community education and
    preparedness for disasters.

7.  Describe the role of technology in disaster preparedness.

**Handbook Entry**

A number of major issues in contemporary emergency management are
covered in this Unit that is a foundation for the rest of the course
which has a more specific community development orientation. The Unit
provides a broad outline of the nature of disasters, response, recovery,
preparedness and mitigation from an international perspective.

**Syllabus**

The aims and scope of disaster management

International, national and local agencies involved in disaster
management

The politics of disaster

The nature of disasters

Hazardous environments

International trends in disaster management

Policy and planning for disaster management

Ethics and disasters

Hazard mitigation

Economic and social issues in disaster preparedness

Community education

Technology, change and disaster management

The future of disaster management

**Prescribed Text**

TBA

**Reference Materials**

Alexander, D., (1993) *Natural Disasters.* New York: Chapman & Hall.

Allison, R E (1993) *Global Disasters: Inquiries into Management Ethics*
Des Moines IA: Prentice Hall.

Auf der Heide, E (1989) *Disaster Response: Principles of Preparation
and Coordination.* St Louis: Mosby.

Baldi, B., (1995) *Emergency Preparedness Policy-Making: A* *comparative
Analysis between California and Italy.* Newark DE: Disaster Research
Centre.

Banerjee, M M & Gillespie, D F., (1995) Linking Preparedness and
Organisational Disaster Response Effectiveness. *Journal of Community
Practice. Vol 2* No 3.

Beatley, T., (1989) Towards a Moral Philosophy of Natural Disaster
Mitigation *International Journal of* *Mass Emergencies and Disasters,
Vol 7* pp 5-32.

Bourriau, J (1992) *Understanding Catastrophe: Its Impact on Life on
Earth* New York: Cambridge University Press.

Burby, R J., & Wagner, F. (1996) Protecting Tourists from Death and
Injury in Coastal Storms. *The Journal of Disaster Studies and
Management. Vol 20* No 1, pp 49-60.

Cole, L., (1994) *Element of Risk: the Politics of Radon.* New York:
Oxford University Press.

Comfort, L K Ed. (1988) *Managing Disaster: Strategies and Policy
Perspectives.* Durham NC: Duke University Press, 1988.

Cutter S., Ed (1994) *Environment Risks and Hazards.* Englewood Cliffs
NJ: Prentice Hall.

Drabek, T E (1990) *Emergency Management: Strategies for Maintaining
Organizational Integrity* New York: Springer-Veriag.

Drabek, T E & Hoetmer, G J Eds (1991) *Emergency Management: Principles
and*

*Practice for Local Government.* Washington DC: International City
Management Association.

Drabek, T E (1994) *Disaster Evacuation and the Tourist Industry.*
Boulder CO: Institute of Behavioural Science, University of Colorado.

Drabek, T E (1996) *Disaster Evacuation Behaviour: Tourist and other
Transients.*

Boulder CO: Institute of Behavioural Science, University of Colorado.

Dynes, R. & Tierney K J Eds (1994) *Disasters, Collective Behaviour and
Social Organisation* Newark DE: University of Delaware Press.

Erickson K (1994) *A New Species of Trouble: Explorations in Disaster,
Trauma and Community* New York: WW Norton & Co.

Gillespie D F (1993) *Partnerships for Community Preparedness.* Boulder
CO: Institute of Behavioural Science, University of Colorado.

Gillespie, D F & Banerjee M M (1993) Prevention Planning and Disaster
Preparedness. *Journal of Applied Social Science Vol 17* No 2 pp
219-236.

Houts P The SWOT Analysis: Another Planning Tool for Emergency
Management. *Australian Journal of Emergency Management Vol 11* No 3 pp
12-19.

Lindell, M K., (1992) *Behavioural Foundations of Community Emergency
Planning.* Washington DC: Hemisphere Publishing.

Lindell, M K., (1994) Are Local Emergency Planning Committees Effective
in Developing Community Disaster Preparedness? *International Journal of
Mass Emergencies and Disasters. Vol 12* pp 159-182.

May, P J & Burby, R J (1996) Coercive Versus Cooperative Policies:
Comparing Intergovernmental Mandate Performance *Journal of Policy
Analysis and Management Vol 15* No 2 pp 171-201.

May P J (1996) *Environmental Management and Governance:
Intergovernmental Approaches to Hazards and Sustainability.* London:
Routledge.

Merriman, P A & Browitt, CWA Eds (1993) *Natural Disasters: Protecting
Vulnerable Communities.* London: Thomas Telford.

Neal, D M & Phillips, B D (1995) Effective Emergency Management:
Reconsidering the Bureaucratic Approach *Disasters Vol 19* pp 327-337.

Nigg, J M (1995) *Disaster Recovery as a Social Process.* Newark DE:
Disaster Research Centre.

Paton, D & Long, N Eds (1996) *Psychological Aspects of Disasters:
Impact, Coping and Intervention* Palmerston North New Zealand: Dunmore
Press.

Perry, R W & Lindell M K (1991) The Effects of Ethnicity on Evacuation
Decision-Making. *International Journal of Mass Emergencies and
Disasters, Vol 9*

No 1 pp 47-68.

Phillips, B D (1993) Cultural Diversity in Disasters: Sheltering,
Housing and Long Term Recovery. *International Journal of Mass
Emergencies and Disasters, Vol 11*

No 1 pp 99-110.

Phillips, B.D., (1993) Cultural Diversity in Disaster Situations.
*International Journal of Mass Emergencies and Disasters.* March 1993.

Quarentelli, E L (1995) *Disasters are Different: Therefore Planning For
and Managing them requires innovative as well as Traditional
Behaviours.* Newark DE: Disaster Research Institute.

Quarentelli, E L (1995) *The Future is not the Past Repeated: Projecting
Disasters of the 21st Century from Present Trends.* Newark DE: Disaster
Research Institute.

Raphael, B., (1986) *When Disaster Strikes: How Individuals and
Communities Cope.* New York: Basic Books.

Sylverstein, M (1992) *Disasters: Your Right to Survive.* Washington DC:
Brassey's.

Sylves, R T, (1991) Adopting Integrated Emergency Management in the
United States: Political and Organisational challenges. *International
Journal of Mass Emergencies and Disasters Vol 9*, pp 413-424.

Sylves, R T., Ed (1996) *Disaster Management in the U.S. and Canada.*
Springfield IL: Charles C. Thomas.

Waugh, W L & Ronald, J H Eds *(1990) Handbook of Emergency Management:
Policies and Programs for Dealing with Major Hazards and Disasters.*
Westport CN: Greenwood Press. I

World Health Organisation (1995) *Establishing a Mass Casualty
Management System* Washington DC: Pan American Health Organisation, Pan
American Sanitary Bureau.

**Journals**

Australian Journal of Emergency Management

Disaster Prevention and Management

Disaster Recovery

International Journal of Mass Emergencies and Disasters

**Student Assessment Requirements**

**Assessment Item 1**

This assessment item relates to objectives 1--7

**Type:** Essay

**Length:** 2500 words

**Value:** 50%

**Due Date:**

**Assessment Item 2**

This assessment item relates to Unit objectives 1--7

**Type:** Project Report

**Length:** 2500 words

**Value:** 50%

**Due Date:**

**Intended Distribution of Student Load**

The assumed student Workload for the Unit is 150 hours which comprises
reading the Study Guide and undertaking guided activities, examining
readings and texts, accessing other resources and preparation of
assessments.

**Southern Cross University**

**School of Human Services**

  ------------------------------- ---------------------------------------
  **Unit Statement**              

  **Unit Title:**                 **Disaster Preparedness and
                                  Prevention**

  Unit Code:                      TBA

  Award Name:                     **Masters of Community Development**

  Type of Unit:                   Core

  Pre-requisites:                 Nil

  Co-requisites:                  Nil

  Mode of Study:                  External

  Semester Offered:               

  Teaching Unit:                  School of Human Services

  DEET Discipline:                2.01

  Staffing:                       TBA
  ------------------------------- ---------------------------------------

**Aims**

Planning for potential disaster to reduce its impact is a major
responsibility for communities and involves significant policy
development and implementation. This Unit prepares participants to
develop and implement plans using available community, government and
private sources that will mitigate the effects of disasters.

**Objectives**

On completion of this Unit students should be able to:

1.  Identify international best practice in disaster planning and
    mitigation.

2.  Describe the principles and processes involved in disaster
    preparedness.

3.  Coordinate the essential community and government agencies to
    develop a disaster preparedness and mitigation plan.

4.  Undertake a disaster preparedness and mitigation plan.

5.  Develop a disaster and mitigation plan to the community and relevant
    agencies.

6.  Communicate a disaster and mitigation plan to the community and
    relevant agencies.

7.  Critically evaluate existing disaster and mitigation plans.

**Handbook Entry**

Provides a foundation understanding and practical application of
planning for disaster preparedness by communities. The Unit examines
international practice in community disaster planning processes, the
theory and practice of community preparedness, and how to prepare an
effective disaster plan.

**Syllabus**

International policy in disaster planning and mitigation

International best practice in disaster preparedness and mitigation

Pre-planning requirements

The theory of mitigation

Hazard and risk assessment/vulnerability/resource assessment

Hazard mitigation

Community assessment

The planning process and methodologies

Generic and hazard-specific disaster/hazard plans

Coordination of the plan and team/community building

Community growth/development impact

Mutual aid agreements

Exercising disaster plans

Legal issues

**Prescribed Text**

TBA

**Reference Materials**

Alexander, D., (1993) *Natural Disasters.* New York: Chapman & Hall.

Allison, R E (1993) *Global Disasters: Inquiries into Management Ethics*
Des Moines IA: Prentice Hall.

Auf der Heide, E (1989) *Disaster Response: Principles of Preparation
and Coordination.* St Louis: Mosby.

Baldi, B., (1995) *Emergency Preparedness Policy-Making: A Comparative
Analysis between California and Italy.* Newark DE: Disaster Research
Centre.

Banerjee, M M & Gillespie, D F., (1995) Linking Preparedness and
Organisational Disaster Response Effectiveness. *Journal of Community
Practice. Vol 2* No 3.

Beatley, T., (1989) Towards a Moral Philosophy of Natural Disaster
Mitigation

*International Journal of Mass Emergencies and Disasters, Vol 7* pp
5-32.

Bourriau, J (1992) *Understanding Catastrophe: Its Impact on Life on
Earth* New York: Cambridge University Press.

Burby, R J., & Wagner, F. (1996) Protecting Tourists from Death and
Injury in Coastal Storms. *The Journal of Disaster Studies and
Management. Vo l20* No 1, pp 49-60.

Comfort, L K Ed (1988) *Managing Disaster: Strategies and Policy
Perspectives.* Durham NC: Duke University Press, 1988.

Cutter S., Ed (1994) *Environment Risks and Hazards.* Englewood Cliffs
NJ: Prentice Hall.

Drabek, T E (1990) *Emergency Management: Strategies for Maintaining
Organizational Integrity.* New York: Springer-Veriag.

Drabek, T E & Hoetmer, G J Eds (1991) *Emergency Management: Principles
and Practice for Local Government.* Washington DC: International City
Management Association.

Drabek, T E (1994) *Disaster Evacuation and the Tourist Industry.*
Boulder CO: Institute of Behavioural Science, University of Colorado.

Drabek, T E (1996) *Disaster Evacuation Behaviour: Tourist and other
Transients.* Boulder CO: Institute of Behavioural Science, University of
Colorado.

Dynes, R. & Tierney, K J Eds (1994) *Disasters, Collective Behaviour and
Social Organisation* Newark DE: University of Delaware Press.

Erickson K (1994) *A New Species of Trouble: Explorations in Disaster,
Trauma and Community* New York: WW Norton & Co.

Freeman, R. M., (1998) The real event model or the organizational
convenience model? A national survey of correctional emergency
preparedness evaluation methodology*. Prison Journal Vol 78* No 2 pp
152-166.

Gillespie D F (1993) *Partnerships for Community Preparedness.* Boulder
CO: Institute of Behavioural Science, University of Colorado.

Gillespie, D F & Banerjee, M M (1993) Prevention Planning and Disaster
Preparedness. *Journal of Applied Social Science Vol 17* No 2 pp
219-236.

Houts, P The SWOT Analysis: Another Planning Tool for Emergency
Management. *Australian Journal of Emergency Management Vol 11* No 3 pp
12-19.

Lindell, M K., (1992) *Behavioural Foundations of Community Emergency
Planning.* Washington DC: Hemisphere Publishing.

Lindell, M K (1994) Are Local Emergency Planning Committees Effective in
Developing Community Disaster Preparedness? *International Journal of
Mass Emergencies and Disaters. Vol 12* pp 159-182.

May, P J & Burby, R J (1996) Coercive Versus Cooperative Policies:
Comparing Intergovernmental Mandate Performance *Journal of Policy
Analysis and Management*

*Vol 15* No 2 pp 171-201.

May, P J (1996) *Environmental Management and Governance:
Intergovernmental Approaches to Hazards and Sustainability.* London:
Routledge.

Merriman, P A & Browitt, C W A Eds (1993) *Natural Disasters: Protecting
Vulnerable Communities.* London: Thomas Telford.

Neal, D M & Phillips, B D (1995) Effective Emergency Management:
Reconsidering the Bureaucratic Approach *Disasters Vol 19* pp 327-337.

Nigg, J M (1995) *Disaster Recovery as* a *Social Process.* Newark DE:
Disaster

Research Centre.

Paton, D & Long, N Eds (1996) *Psychological Aspects of Disasters:
Impact, Coping and Intervention* Palmerston North New Zealand: Dunmore
Press.

Perry, R W & Lindell, M K (1991) The Effects of Ethnicity on Evacuation
Decision-Making. *International Journal of Mass Emergencies and
Disasters*

*Vol 9* pp 47-68.

Phillips, B D (1993) Cultural Diversity in Disasters: Sheltering,
Housing and Long Term Recovery. *International Journal of Mass
Emergencies and Disasters, Vol 11*

No 1 pp 99-110.

Phillips, B D, (1993) Cultural Diversity in Disaster Situations.
*International Journal of Mass Emergencies and Disasters.* March 1993.

Quarentelli, E L (1995) *Disasters are Different: Therefore Planning For
and Managing them requires Innovative as well as* *Traditional
Behaviours.* Newark DE: Disaster Research Institute.

Quarentelli, E L (1995) *The Future is not the Past Repeated: Projecting
Disasters of the 21st Century from Present Trends.* Newark DE: Disaster
Research Institute.

Raphael, B., (1986) *When Disaster Strikes: How Individuals and
Communities Cope.* New York: Basic Books.

Sylves, R T., Ed (1996) *Disaster Management in the US and Canada.*
Springfield IL:

Charles C Thomas.

Waugh, W L & Ronald, J H Eds (1990) *Handbook of Emergency Management:
Policies and Programs for Dealing with Major Hazards and Disasters.*
Westport CN: Greenwood Press.

World Health Organisation (1995) *Establishing a Mass Casualty
Management System* Washington DC: Pan American Health Organisation, Pan
American Sanitary Bureau.

**Journals**

Australian Journal of Emergency Management

Disaster Prevention and Management

Disaster Recovery

International Journal of Mass Emergencies and Disasters

**Student Assessment Requirements**

**Assessment Item 1**

This assessment item relates to Unit objectives 1, 2 & 7

**Type:** Essay

**Length:** 2500 words

**Value:** 50%

**Due Date:**

**Assessment Item 2**

This assessment item relates to Unit objectives 3 - 5 & 6

**Type:** Project Report

**Length:** 3000 words

**Value:** 50%

**Due Date:**

**Intended Distribution of Student Load**

The assumed student Workload for the Unit is 150 hours which comprises
reading the Study Guide and undertaking guided activities, examining
readings and texts, accessing other resources and preparation of
assessments.

**Southern Cross University**

**School of Human Services**

  ------------------------------- ---------------------------------------
  **Unit Statement**              

  **Unit Title:**                 **Living in a Hazardous Environment**

  Unit Code:                      TBA

  Award Name:                     **Masters of Community Development**

  Type of Unit:                   Core

  Pre-requisites:                 Nil

  Co-requisites:                  Nil

  Mode of Study:                  External

  Semester Offered:               

  Teaching Unit:                  School of Human Services

  DEET Discipline:                2.01

  Staffing:                       TBA
  ------------------------------- ---------------------------------------

**Aims**

Understanding the nature and effects of hazardous environments,
hazardous materials, and terrorism are central to effective disaster
preparedness. This Unit provides a detailed analysis of many different
hazards, their causes, effects, distribution, mitigation and community
preparedness.

**Objectives**

On completion of this Unit the student should be able to:

1.  Describe the causes, characteristics and effects of known hazards in
    the student's own region.

2.  Map the distribution of major hazards internationally

3.  Develop mitigation plans for major hazards in the student's own
    region.

4.  Critically analyze mitigation plans for common major hazards.

5.  Prepare citizen awareness and preparedness programs for common local
    hazards.

**Handbook Entry**

Provides a detailed understanding of most of the known natural and human
made hazards that can lead to disasters and major emergencies. The Unit
then examines the principles and practice of mitigation for a number of
local and international hazards.

**Syllabus**

The causes, characteristics and effects of:

Avalanche

Civil disorder

Drought

Earthquake

Epidemics

Fires

Flood

Hail

Hazardous materials

Hurricanes, cyclones and storms

Industrial accidents

Landslides

Nuclear plant accident

Terrorism

Transport accidents

Tsunamis

Volcanoes

Bush fires and wildfires

War

**Prescribed Text**

TBA

**Reference Materials**

Aguirre, B., (1993) The Human Ecology of Tornadoes *Demography Vol 4* pp
623-633.

Aguirre, B., (1994) Population and the detection of Weak Tornadoes.
*International Journal of Mass Emergencies and Disasters. Vol 12* pp
261-277.

Aguirre, B., (1995) The Social Organisation of Search and Rescue:
Evidence from the Guadalajara Gasoline Explosion. *International Journal
of Mass Emergencies and Disasters, Vol 13* pp 67-92.

Alexander, D., (1993) *Natural Disasters.* New York: Chapman & Hall.

Baldwin,T K., (1993) Earthquake Awareness in Southeast Missouri: A Study
in Pluralistic Ignorance. *International Journal of Mass Emergencies and
Disasters Vol 11* pp 351-363.

Baron, J., (1993) Attitudes toward Managing Hazardous Waste: What should
be cleaned up and who should pay for it? *Risk Analysis Vol 13* pp
183-192.

Bradford, J K (1994) Biological Hazards and Emergency Management
*Journal of Contingencies and Crisis Management Vol 2* No 1 pp 39-48.

Boulton, P., (1993) Community Context and Uncertainty Following a
Damaging Earthquake: Low-lncome Latinos in Los Angeles, California.
*Environmental Professional Vol 15* pp 240-247.

Bourriau, J (1992) *Understanding Catastrophe: Its Impact on Life on
Earth* New York: Cambridge University Press.

Burby, R J., & Wagner, F. (1996) Protecting Tourists from Death and
Injury in Coastal Storms. *The Journal of Disaster Studies and
Management. Vol 20* No 1, pp 49-60.

Burton, I. M., Kates, R.W. & White, G. F. (1993) *The Environment as
Hazard.* 2nd edit. New York: Guilford Press.

Cutter S. (1993) *Living with Risk* London: Edward Arnold.

Cutter S., Ed (1994) *Environment Risks and Hazards.* Englewood Cliffs
NJ: Prentice Hall.

Flin, R., Stewart, K & Slaven, G., (1996) Emergency decision making in
the offshore oil and gas industry. *Human Factors. Vol 38* No2. pp
262-278.

Handmer, J (1996) Policy Design and Local Attributes for Flood Hazard
Management. *Journal of Contingencies and Crisis Management Vol 4* No 4
pp 189-197.

Hoffman, B R & Riley K J (1995) *Domestic Terrorism: A National
Assessment of State and Local Preparedness.* Santa Monica, CA: Rand
Corp.

Irvin T R & Strong, C B *Emergency Response and Hazardous Chemical
Management: Principles and Practices* Delray Beach FL: St Lucie Press.

Jasanoff, S (1994) *Learning from Disaster: Risk Management after
Bhopal.* Philadelphia, PA University of Pennsylvania Press.

Johnson, D, Sullivan, S & Jones, G W (1996) A survey of emergency
response planning as practiced in boiler/industrial furnace facilities
burning hazardous waste derived fuels. *Journal of Environment Health.
Vol 59* No 1 pp 12-19.

Kapoor R., (1992) *The psychosocial Consequences of an Environmental
Disaster: Selected Case Studies after the Bhopal Gas Tragedy.* New York:
Human Sciences Press.

Keating M., (1997) Preparing for the Increasing Threat of Terrorism.
*Disaster Recovery Journal Vol 118* No 1 pp 10-11.

Kletz T., (1993) *Lessons from Disaster: How Organisations have no
memory and accidents recur.* Houston: Gulf Publishing Co.

Kreps, G A (1995) Disaster as Systemic Event and Social Catalyst: A
Clarification of Subject Matter. *International Journal of Mass
Emergencies and Disasters. Vol 13*

No 3 pp 255-284.

Lindell, M K., & Meier, M J (1994) Effectiveness of Community Planning
for Toxic Chemical Emergencies *Journal of the American Planning
Association Vol 60*

pp 222-234.

May, P J & Burby, R J (1996) Coercive Versus Cooperative Policies:
Comparing Intergovernmental Mandate Performance *Journal of Policy
Analysis and Management Vol 15* No 2 pp 171-201.

May, P J (1996) *Environmental Management and Governance:
Intergovernmental Approaches to Hazards and Sustainability.* London:
Routledge.

McGuire B., (1997) Waiting for the big one. *Geographical Magazine* *Vol
17* pp 66-71.

Medvedev, Z., (1990) *The Legacy of Chernobyl* New York: Basic Books.

Quarentelli, E L (1995) *Disasters are Different: Therefore Planning For
and Managing them requires Innovative as well as Traditional
Behaviours.* Newark DE: Disaster Research Institute.

Quarentelli, E L (1995) The *Future is* *not the Past Repeated:
Projecting Disasters of the 21st Century from Present Trends.* Newark
DE: Disaster Research Institute.

Phillips, B (1992) Planning for the Expected: Evacuation in a Chemical
Emergency. *Disaster Management Vol 4* No 2 pp 103-108.

Raphael, B., (1986) *When Disaster Strikes: How Individuals and
Communities Cope.* New York: Basic Books.

Rosenthal, U & Kouzmin A., (1997) Crises and crisis management: toward
comprehensive government decision making. *Journal of Public
Administration Research and Theory. Vol 7* No 2 pp 277-305.

Shlapentokh. V., (1998) Fear of the future in the modern world: a
Russian case. *International Journal of Comparative Sociology. Vol 39*
No 2 pp 161-177.

Sylverstein. M (1992) *Disasters: Your Right to Survive.* Washington DC:
Brassey's.

Sylves, R T., (1991) Adopting Integrated Emergency Management in the
United States: Political and Organisational Challenges. *International
Journal of Mass Emergencies and Disasters. Vol 9*, pp 413-424.

Sylves, R T., Ed (1996) *Disaster Management in the US and Canada.*
Springfield IL: Charles C Thomas.

Washington, G T (1998) After the flood: a strategic primary health care
plan for homeless and migrant populations. *Nursing and Health Care
Perspectives. Vol 19* No 2 pp 66-72.

Waugh, W L & Ronald, J H Eds (1990) *Handbook of Emergency Management:
Policies and Programs for Dealing with Major Hazards and Disasters.*
Westport CN: Greenwood Press.

World Health Organisation (1995) *Establishing* a *Mass Casualty
Management System* Washington DC: Pan American Health Organisation, Pan
American Sanitary Bureau.

**Journals**

Australian Journal of Emergency Management

Disaster Prevention and Management

Disaster Recovery

International Journal of Mass Emergencies and Disasters

Journal of Contingencies and Crisis Management

Prehospital and Disaster Medicine Journal

**Student Assessment Requirements**

**Assessment Item 1**

This assessment item relates to Unit objectives 1, 2 & 3

**Type:** Essay

**Length:** 2500 words

**Value:** 50%

**Due Date:**

**Assessment Item 2**

This assessment item relates to Unit objectives 4 & 5

**Type:** Essay

**Length:** 3000 words

**Value:** 50%

**Due Date:**

**Intended Distribution of Student Load**

The assumed student workload for the Unit is 150 hours which comprises
reading the Study Guide and undertaking guided activities, examining
readings and texts, accessing other resources and preparation of
assessments.

**Southern Cross University**

**School of Human Services**

  ------------------------------- ---------------------------------------
  **Unit Statement**              

  **Unit Title:**                 **Social Dimensions of Disasters**

  Unit Code:                      TBA

  Award Name:                     **Masters of Community Development**

  Type of Unit:                   Core

  Pre-requisites:                 Nil

  Co-requisites:                  Nil

  Mode of Study:                  External

  Semester Offered:               

  Teaching Unit:                  School of Human Services

  DEET Discipline:                2.01

  Staffing:                       TBA
  ------------------------------- ---------------------------------------

**Aims**

Community reactions to disaster and to disaster preparedness are
determined by complex social and psychological factors. This Unit
examines these factors in detail so that the student may better
understand how to design appropriate disaster preparedness and hazard
mitigation programs.

**Objectives**

On completion of this Unit students should be able to:

1.  Critically evaluate the history and research regarding human
    behaviour in relation to disaster and disaster preparedness.

2.  Describe the four phases of the Disaster Life Cycle.

3.  Outline disaster mythology patterns, their sources and their effects
    on people.

4.  Predict common human responses to disasters and disaster
    preparedness.

5.  Describe the role of stress on a person's reaction to disaster and
    basic prevention methods.

6.  Determine the most appropriate communication strategies in
    communities given known human responses to disasters and disaster
    preparedness.

7.  Identify potential problems in the ways organisations might behave
    in response to disaster, hazard mitigation and preparedness.

**Handbook Entry**

Provides a detailed analysis of the sociological and psychological
aspects of disasters and disaster preparedness in individuals,
communities and organisations.

**Syllabus**

Definitions of disasters

History of research in human behaviour associated with disasters

The Disaster Life Cycle

Disaster mythology

Disaster warnings

Community evacuation behaviour

Building effective warning systems

Victim response in disasters

Non-victim responses

Looting behaviour.

Crisis decision making

Disaster response and recovery in communities

Stress

Communication in communities during disaster

Communication and preparedness

**Prescribed Text**

TBA

**Reference Materials**

Alexander, D., (1993) *Natural Disasters.* New York: Chapman & Hall.

Allison, R E (1993) *Global Disasters: Inquiries into Management Ethics*
Des Moines IA: Prentice Hall.

Aguirre, B., (1995) The Social Organisation of Search and Rescue:
Evidence from the Guadalajara Gasoline Explosion. *International Journal
of Mass Emergencies and Disasters, Vol 13* pp 67-92.

Becker, S M., (1997) Psychosocial Assistance after Environmental
Accidents: A policy Perspective. *Environmental Health Perspectives. Vol
105.* Dec. pp 1557-1563.

Buckle, P., (1995) Community Based Management of Social Disruption
Following Disasters. *The Australian Journal of Emergency Management.
Vol 10* pp 31-38.

Comfort, L K Ed (1988) *Managing Disaster: Strategies and Policy
Perspectives.* Durham NC: Duke University Press, 1988.

Drabek, T E (1990) *Emergency Management: Strategies for Maintaining
Organizational Integrity.* New York: Springer-Veriag.

Drabek, T E & Hoetmer, G J Eds (1991) *Emergency Management: Principles
and Practice for Local Government.* Washington DC: International City
Management

Association.

Drabek, T E (1994) *Disaster Evacuation and the Tourist Industry.*
Boulder CO: Institute of Behavioural Science, University of Colorado.

Drabek, T E (1996) *Disaster Evacuation Behaviour: Tourist and other
Transients.* Boulder CO: Institute of Behavioural Science, University of
Colorado.

Dynes, R. & Tierney K J Eds (1994) *Disasters, Collective Behaviour and
Social Organisation* Newark DE: University of Delaware Press.

Dynes, R (1995) Working Sociologists as Globetrotters: Utilising
Disaster Research and Policy Networks. *Journal of Applied Sociology.
Vol 12*.

Dynes, R., (1994) *Situational Altruism: Toward and Explanation of
Pathologies in Disaster Assistance* Disaster Research Center, University
of Delaware.

Enarson, E., & Morrow, B H Eds (1998) *The Gendered Terrain of Disaster:
Through the Eyes of Women* Westport, CT: Greenwood Publishing.

Fischer, H W (1994) *Response to Disaster: Fact versus Fiction* & *its
Perpetuation-the Sociology of Disaster* Lanham MD: University Press of
America.

Gillespie D F (1993) *Partnerships for Community Preparedness.* Boulder
CO: Institute of Behavioural Science, University of Colorado.

Gillespie, D F & Banerjee M M (1993) Prevention Planning and Disaster
Preparedness. *Journal of Applied Social Science Vol 17* No 2 pp
219-236.

Johnston, W & Davey, C L (1997) The psychological impact of negative TV
news bulletins: the catastrophizing of personal worries. *British
Journal of Psychology. Vol 88* No 1 pp 85-92.

Lindell, M K., (1992) *Behavioural Foundations of Community Emergency
Planning.* Washington DC: Hemisphere Publishing.

Kreps, G. & Bosworth S L (1994) Disaster, Organising, and Role
Enactment: A Structural Approach. *American Journal of Sociology.* pp
428-463.

Kreps, G., (1995) Disaster as Systemic Event and Social Catalyst: a
Clarification of Subject Matter. *International Journal of Mass
Emergencies and Disasters. Vol 13* No 3, pp 255-284.

Kroll-Smith, J & Couch, S R (1990) Sociological Knowledge and the Public
at Risk: A 'Self-Study' of Sociology, Technological Hazards and Moral
Dilemmas. *Sociological Practice Review. Vol 1* No 1 pp 102-127.

Merriman, P A & Browitt, C W A Eds (1993) *Natural Disasters: Protecting
Vulnerable Communities.* London: Thomas Telford.

Moran, C., & Colless (1995) Positive Reactions Following Emergency and
Disaster Responses. *Disaster Prevention and Management Vol 4* No 1 pp
55-60.

Neal, D M & Phillips, B D (1995) Effective Emergency Management:
Reconsidering the Bureaucratic Approach *Disasters Vol 19* pp 327-337.

Nigg, J M (1994) *Influence of Symbolic Interaction of Disaster
Research.* Newark DE: Disaster Research Centre.

Nilson, D., (1994) Disaster Beliefs and Ideological Orientation.
*Journal of Contingencies and Crisis Management. Vol 3* No 1 pp 12-17.

Paton, D & Long, N Eds (1996) *Psychological Aspects of Disasters:
Impact, Coping and Intervention* Palmerston North New Zealand: Dunmore
Press.

Peacock, W G., Morrow, B G., & Gladwin, H. Eds (1997) *Hurricane Andrew:
Ethnicity, Gender, and the Sociology of Disasters.* London: Routledge.

Perry, R W & Lindell, M K (1991) The Effects of Ethnicity on Evacuation
Decision-Making. *International Journal of Mass Emergencies and
Disasters*

*Vol 9* pp 47-68.

Phillips, B D (1993) Cultural Diversity in Disasters: Sheltering,
Housing and Long Term Recovery. *International Journal of Mass
Emergencies and Disasters, Vol 11*

No 1 pp 99-110.

Phillips, B.D., Garza, L & Neal, D M (1994) Intergroup Relations in
Disasters: Service Delivery Barriers After Hurricane Andrew. *The
Journal of Intergroup Relations.*

*Vol 21* pp 19-27.

Quarentelli, E L (1995) *Disasters and Catastrophes: Their Conditions in
and Consequences for Social Development.* Newark DE: Disaster Research
Institute.

Quarentelli, E L (1994) *Draft of a Sociological Research Agenda for the
Future: Theoretical, Methodological and Empirical Issues.* Newark DE:
Disaster Research Institute.

Quarentelli, E L (1994) *Looting and Antisocial Behaviour in Disasters.*
Newark DE: Disaster Research Institute.

Raphael, B., (1986) *When Disaster Strikes: How Individuals and
Communities Cope.* New York: Basic Books.

Rosso, I., (1993) *Community Reconstruction After an Earthquake:
Dialetical Sociology in Action* Westport CT: Praeger.

Shlapentokh, V., (1998) Fear of the future in the modern world: a
Russian case. *International Journal of Comparative Sociology. Vol 39*.
No 2 pp 161-177.

Simile, C M (1995) *Disaster Settings and Mobilizations for Contentious
Collective Action: Case Studies of Hurricane Hugo and the Loma Prieta
Earthquake.*

Tierney, K (1995) *Societal Impacts and Emergency Response.* Newark DE:
Disaster Research Institute.

Tierney, K (1994) *Sociology's Unique Contributions to the Study of
Risk.* Newark DE: Disaster Research Institute.

**Journals**

Australian Journal of Emergency Management

Disaster Prevention and Management

Disaster Recovery

International Journal of Mass Emergencies and Disasters

**Student Assessment Requirements**

**Assessment Item 1**

This assessment item relates to Unit objectives 4, 5, 6 & 7

**Type:** Essay

**Length:** 2500 words

**Value:** 50%

**Due Date:**

**Assessment Item 2**

This assessment item relates to Unit objectives 4 & 5

**Type:** Project Report

**Length:** 3000 words

**Value:** 50%

**Due Date:**

**Intended Distribution of Student Load**

The assumed student workload for the Unit is 150 hours which comprises
reading the Study Guide and undertaking guided activities, examining
readings and texts, accessing other resources and preparation of
assessments.

**Southern Cross University**

**School of Human Services**

  ------------------------------- ---------------------------------------
  **Unit Statement**              

  **Unit Title:**                 **Analytical Methodologies in Emergency
                                  Management**

  Unit Code:                      TBA

  Award Name:                     **Masters of Community Development**

  Type of Unit:                   Core

  Pre-requisites:                 Nil

  Co-requisites:                  Nil

  Mode of Study:                  External

  Semester Offered:               

  Teaching Unit:                  School of Human Services

  DEET Discipline:                2.01

  Staffing:                       TBA
  ------------------------------- ---------------------------------------

**Aims**

Prepares the student to use critical methods to evaluate disaster
preparedness and hazard mitigation, undertake effective community
consultation and analyze current research in the area of disaster
management.

**Objectives**

On completion of this Unit students should be able to:

1.  Describe the range of evaluation methods that have been used in
    disaster research.

2.  Utilize common quantitative and qualitative designs to evaluate
    disaster preparedness programs.

3.  Undertake effective community consultation processes.

4.  Critically evaluate studies and evaluation about disaster management
    and disaster preparedness.

5.  Prepare professional reports on evaluations of disaster management
    programs.

**Handbook Entry**

Provides the student with a range of methods for the evaluation of
current research and for the conduct of evaluations of disaster
preparedness programs. A number of qualitative and quantitative
approaches to evaluation are examined as well as current examples of
evaluation studies in emergency management.

**Syllabus**

Overview of analytical methods

Theory and evaluation

Unique characteristics of emergency management research

Ethical issues

Problem formulation

Data collection

Survey techniques

Case study methods

Community consultation methods

Cost-benefit analysis

Report writing

**Prescribed Text**

TBA

**Reference Materials**

Alexander, D., (1993) *Natural Disasters.* New York: Chapman & Hall.

Baldi, B., (1995) *Emergency Preparedness Policy-Making: A* *comparative
Analysis between California and Italy.* Newark DE: Disaster Research
Centre.

Banerjee, M M & Gillespie, D F., (1995) linking Preparedness and
Organisational Disaster Response Effectiveness. *Journal of Community
Practice. Vol 2* No 3.

Bourriau, J (1992) *Understanding Catastrophe: Its Impact on Life on
Earth* New York: Cambridge University Press.

Comfort, L K Ed (1988) *Managing Disaster: Strategies and Policy
Perspectives.* Durham NC: Duke University Press, 1988.

Dawson, G (1993) A Comparison of Research and Practice: A Practitioners
View. *International Journal of Mass Emergencies and Disasters. Vol 11.*
pp 55-62.

De Vaus, D. (1995). Surveys in social research (4th Ed). Sydney: Allen &
Unwin.

Dynes, R. & Tierney, K J Eds (1994) The Structure of Disaster Research:
Its Policy and Disciplinary Implications. *International Journal of Mass
Emergencies and Disasters*

*Vol 15,* pp 5-23.

Dynes, R (1995) Working Sociologists as Globetrotters Utilising Disaster
Research and Policy Networks. *Journal of Applied Sociology. Vol 12* pp

Freeman, R. M., (1998) The real event model or the organizational
convenience model? A national survey of correctional emergency
preparedness evaluation methodology. *Prison Journal Vol 78* No 2 pp
152-166.

Jones, A. & May, J: (1992). Working in human service organisations.
Melbourne: Longman Cheshire.

Kellehear, A. (1993). The unobstrusive researcher: A guide to methods.
Sydney: Allen & Unwin.

Gillespie, D F & Banerjee M M (1993) Prevention Planning and Disaster
Preparedness. *Journal of Applied Social Science Vol 17* No 2 pp
219-236.

Lindell, M K., (1992) *Behavioural Foundations of Community Emergency
Planning.* Washington DC: Hemisphere Publishing.

Marshall, C & Rossman, G B (1989) *Designing Qualitative Research*
Newbury Park: Sage.

May, T. (1997). *Social Research* (2nd Ed). London: Open University
Press.

Merrian, S., (1988) *Case Study Research in Education:* A *Qualitative
Approach.* San Francisco: Jossey-Bass.

Newman, W L (1997) *Social Research Methods.* 3rd Edit. Boston: Allen &
Unwin.

Nigg, J M (1995) *Disaster Recovery as a Social Process.* Newark DE:
Disaster Research Centre.

Paton D & Long N Eds (1996) *Psychological Aspects of Disasters: Impact,
Coping and Intervention* Palmerston North New Zealand: Dunmore Press.

Patton, M. Q. (1990). *Qualitative evaluation and research methods.*
Newbury Park, Calif: Sage Publications.

Patton, M. Q. (1987). *Qualitative methods in evaluation.* Newbury Park,
Calif: Sage

Publications.

Phillips, B.D., (1993) Cultural Diversity in Disaster Situations.
*International Journal of Mass Emergencies and Disasters.* March 1993.

Quarentelli, E L (1995): *The Future is not the Past Repeated:
Projecting Disasters of the 21st Century from Present Trends.* Newark
DE: Disaster Research Institute.

Raphael, B., (1986) *When Disaster Strikes: How Individuals and
Communities Cope.* New York: Basic Books.

Robson, C. (1993). *Real world research: A* *resource for social
scientists and practitioner-researchers.* Oxford: Blackwell Publishers.

Strauss, A., & Corbin, J., (1990) *Basics of Qualitative Research:
Grounded Theory Procedures and Techniques* Newbury Park: Sage.

Silverman, D., (1993) *Interpreting Qualitative Data: Methods for
Analysing Talk, Text and Interaction.* Newbury Park: Sage.

Stringer. E. T. (1996). *Action research: A handbook for practitioners.*
Perth: Curtin University of Technology.

Uhr, J. (Ed) (1991). *Program Evaluation.* Federalism Research Centre.
Canberra: ANU.

Wadsworth, Y. (1997). *Everyday evaluation on the run.* 2nd Ed Sydney:
Allen & Unwin.

**Journals**

Australian Journal of Emergency Management

Disaster Prevention and Management

Disaster Recovery

International Journal of Mass Emergencies and Disasters

**Student Assessment Requirements**

**Assessment Item 1**

This assessment item relates to Unit objectives 1, 2 & 3

**Type:** Project Report

**Length:** 2500 words

**Value:** 50%

**Due Date:**

**Assessment Item 2**

This assessment item relates to Unit objectives 4 & 5

**Type:** Project Report

**Length:** 2500 words

**Value:** 50%

**Due Date:**

**Intended Distribution of Student Load**

The assumed student workload for the Unit is 150 hours which comprises
reading the Study Guide and undertaking guided activities, examining
readings and texts, accessing other resources and preparation of
assessments.

**Southern Cross University**

**School of Human Services**

  ------------------------------- ---------------------------------------
  **Unit Statement**              

  **Unit Title:**                 **Conceptual Contexts of Human
                                  Services**

  Unit Code:                      TBA

  Award Name:                     **Masters of Community Development**

  Type of Unit:                   Core

  Pre-requisites:                 Nil

  Co-requisites:                  Nil

  Mode of Study:                  External

  Semester Offered:               

  Teaching Unit:                  School of Human Services

  DEET Discipline:                2.01

  Staffing:                       TBA
  ------------------------------- ---------------------------------------

**Aims**

Human Service organizations and practitioners have endured rapid changes
over the past decade and this Unit will analyze some of those historical
changes. To enable the development of advanced skills in analysis and
synthesis, it is essential that students have a thorough understanding
of the philosophical context of current human services. This Unit aims
to provide a framework in which human services will be critically
analyzed in this and subsequent units of the course

**Objectives**

On completion of this Unit students should be able to:

1.  Describe the historical development of human services and how this
    impacts upon the contemporary directions and practices in human
    services.

2.  Analyze the conceptual filters to understanding human services
    practice

3.  Critically analyze the differing discourses in human services.

4.  Apply the framework and analyze a human service.

**Handbook Entry**

Provides students with an overview of the complexities of Human Services
from a historical, socio-political perspective. In order to critically
analyze the industry, students will examine some of the filters to their
understanding and also examine a theoretical framework for human
services discourse. The Unit will apply the framework to human services
and link the subsequent core units in the course.

**Syllabus**

Overview of Human Services

Historical review

Socio-political context of Human Services development

Ethics and Values -- social and personal

Power & Knowledge Dichotomies- Positivist/Humanist;
Hierarchical/Anarchist

Theoretical Frameworks for Human Services

Application of frameworks to analysis of Human Services

**Prescribed Text**

Ife, J. (1997). *Rethinking social work: Towards critical practice.*
Sydney: Longman.

Study Guide and Book of Readings for this unit.

**Reference Materials**

Agger, B., (1998) *Critical Social Theories: An Introduction.*
Macmillan: Melbourne.

Billis, D., (1993) *Organising Public and Voluntary Agencies.* London:
Routledge.

Bournat, J., Johnson, J., Pereira, C., Pilgrim, D., Williams, F., Eds
(1997) *Community Care: A* *Reader.* Macmillan: London.

Canova, T.A., (1994). The Swedish model betrayed. *Challenge!* *Vol 37,*
No 3

May/June, pp 36040.

Clark, E., Soulsby, A., (1998) Organisation-community embeddedness: The
social impact of enterprise restructuring in the post-communist Czech
Republic. *Human Relations. Vol 51* No 1, pp 25-50.

Coulton, C J., (1996) Poverty, work, and community: a research aagenda
for an era of diminishing federal responsibility. *Social Work Vol 41*
No 5, pp 509-520.

Crow, G., (1997) *Comparative Sociology and Social Theory: Beyond the
Three Worlds.* Macmillan: London.

Dalley, G., (1996) *Ideologies of Caring.* 2nd edit. Macmillan: London.

Farrar, A., & Inglis, J., Eds*. Keeping it Together: State and Civil
Society in Australia.* Sydney: Pluto Press.

Freeman, E., (1996) Welfare reforms and services for children and
families: setting a new practice, research and policy agenda. *Social
Work, Vol 41* (5): pp 521-33.

Holton, R.J., (1998). *Globalization and the Nation-State* Macmillan:
Melbourne.

Hugman, R., (1998) *Social Welfare and Social Value: Policy and
Practice.* Macmillan: Melbourne.

Jones, A., & May, (1992) *Working in Human Service Organisations: A
Critical Introduction.* Melbourne: Longman.

Ife, J., (1995) *Community Development: Creating community
alternatives - vision, analysis and practice.* Addison Wesley:
Melbourne.

Midwinter, E., (1994) *The Development of Social Welfare in Britain.*
Buckingham:

Open University Press.

Papadakis. E., (1993) Class interests, class politics and welfare state
regime. *The*

*British Journal of Sociology. Vol 44* (2) pp 249-271.

Pearson, M., & Scherer, P., (1997) Balancing security and sustainability
in social policy. *OECD Observer,* April-May, (205) p 6-10.

Riches, G., (1997) *First World Hunger* Macmillan: London.

Schram, B., & Mandell, B. R., (1994) *An Introduction to Human Services:
Policy and Practice.* 2nd edit., New York: Macmillan.

Stafford, C., Furz B., (1997) *Society and Change:* A *Sociological
Introduction to Contemporary Australia.* 2nd edit. Macmillan: Sydney.

Thieman, A A & Dail, P W., (1997) Predictors of out-of-home placement in
a family preservation program: Are welfare recipients particularly
vulnerable? *Policy Studies Journal Vol 25* No 1, pp 124-140.

Titterton, M., Ed (1994) *Caring for People in the Community: The New
Welfare.* Jessica Kingsley Publishers: London.

Thomas, A., (1996). The International Labour Organisation. Its origins,
development and future. *International Labour Review. Vol 135* No
3-19974, pp 261-276.

Wilson, J., Thomson, J., McMahon, A., (1996). *The Australian Welfare
State: Key Documents and Themes.* Macmillan: Sydney.

**Student Assessment Requirements**

**Assessment Item 1**

This assessment item relates to Unit objectives 1 & 2

**Type:** Essay

**Length:** 2500-3000 words

**Value:** 40%

**Due Date:**

**Assessment Item 2**

This assessment item relates to Unit objectives 3 & 4

**Type:** Project

**Length:** 3500-4000 words

**Value:** 60%

**Due Date:**

**Intended Distribution of Student Load**

The assumed student workload for the Unit is 150 hours which comprises
reading the Study Guide and undertaking guided activities, examining
readings and texts, accessing other resources and preparation of
assessments.

**Southern Cross University**

**School of Human Services**

  ------------------------------- ---------------------------------------
  **Unit Statement**              

  **Unit Title:**                 **Analysis of Contemporary Policy in
                                  Human Services**

  Unit Code:                      TBA

  Award Name:                     **Masters of Human Services**

  Type of Unit:                   Core

  Pre-requisites:                 Nil

  Co-requisites:                  Nil

  Mode of Study:                  External

  Semester Offered:               

  Teaching Unit:                  School of Human Services

  DEET Discipline:                2.01

  Staffing:                       TBA
  ------------------------------- ---------------------------------------

**Aims**

The aim of this Unit is to introduce students to key discourses in the
field of policy analysis. Students will be encouraged to uncover the
underlying philosophies in human service policy. Policies will be
analyzed to distinguish the impact of various paradigms on policy
development, implementation and review.

**Objectives**

On completion of this Unit, students should be able to:

1.  Analyze the processes of policy implementation.

2.  Define and analyze conflicting policy analysis paradigms.

3.  Compare and contrast key discourses in the field of human service
    policy analysis.

4.  Distinguish between various policy paradigms as applied to human
    service policy.

**Handbook Entry**

Identifies key discourses in the field of public policy analysis as it
applies to human services. Defines the conflicting paradigms available
to policy analysts and explores current policies by uncovering the
underlying arguments. Utilizing these paradigms of analysis, the
policies are contextualized historically, ideologically, socially and
politically and are related to policy development implementation and
review.

**Syllabus**

The process of policy analysis and development processa positivist
perspective

The rhetorical turn in policy analysisa post-positivist perspective

Comparative discourses applied to policy analysis

Contemporary human service policy. Issues such as globalization, human
rights,

competitive tendering, risk management, corporatization, monetary
policy.

**Prescribed Text**

Patton, C. & Sawicki, D. 1993, *Basic Methods of policy analysis and
planning,* Prentice Hall, Englewood Cliffs, NJ.

Fischer, F. & Forester, J.(eds) 1993, *The argumentative turn in policy
analysis and planning,* Duke University Press, Durham and London.

**Reference Materials**

Considine, M. (1994) *Public Policy in Australia: A Critical Approach,*
Melbourne: MacMillan.

Dalton, T., Draper, M., Weeks, W., & Wiseman, J. (1996), *Making Social
Policy in*

*Australia: An Introduction,* Sydney: Allen & Unwin.

Davis, G., Wanna, J., Warhurst, J. & Weller, P. (1993), *Public Policy
in Australia,* Sydney: Allen & Unwin.

Danziger, M. (1995) Policy Analysis Postmodernized: Some Political and
Pedagogical Ramifications, *Policy Studies Journal,* 23, 3, 435-450.

Donnison, D. (1997) *Policies for a Just society,* Melbourne: MacMillan.

Esping-Andersen, G. (1990) *The Three Worlds of Welfare Capitalism,*
Cambridge Polity Press.

Formaini, R. (1990), *The Myth of Scientific Public Policy,* New
Brunswick NJ: Transaction Books.

Lasch, C. (1995), *The revolt of the elites and the betrayal of
democracy,* New York: W.W. Norton.

NSW Council of Social Services (1997). *Investing in our Community:
Social and economic priorities for the 1998/99* *State Budget,* NCOSS,
Sydney.

Postman, N. (1992), *Technology: The surrender of culture to
technology,* New York: Knopf.

Roe, E. (1994), Narrative policy analysis: Theory and Practice, London:
Duke University Press.

Stone, D.A. (1988), *Policy paradox and political reason,* New York:
HarperCollins.

Thorgmorton, J. A. (1991), The rhetorics of policy analysis, *Policy
Sciences,* 24,

153-179.

**Student Assessment Requirements**

**Assessment Item 1**

This assessment item relates to Unit objectives 1 & 2

**Type:** Essay

**Length:** 2500-3000 words

**Value:** 40%

**Due Date:**

**Assessment Item 2**

This assessment item relates to Unit objectives 3 & 4

**Type:** Essay and Analysis

**Length:** 3500-4000 words

**Value:** 60%

**Due Date:**

**Intended Distribution of Student Load**

The assumed student workload for the Unit is 150 hours which comprises
reading the Study Guide and undertaking guided activities, examining
readings and texts, accessing other resources and preparation of
assessments.

**Southern Cross University**

**School of Human Services**

  ------------------------------- ---------------------------------------
  **Unit Statement**              

  **Unit Title:**                 **Delivery Systems in Human Services**

  Unit Code:                      TBA

  Award Name:                     **Masters of Human Services**

  Type of Unit:                   Core

  Pre-requisites:                 Nil

  Co-requisites:                  Nil

  Mode of Study:                  External

  Semester Offered:               

  Teaching Unit:                  School of Human Services

  DEET Discipline:                2.01

  Staffing:                       TBA
  ------------------------------- ---------------------------------------

**Aims**

Delivery systems in human services have operated on a number of models
and have undergone substantial change. Using a model of competing
discourses in human services, this Unit aims to critically evaluate
human service delivery within an organizational context. Consideration
is given to the relationship of the service user and the delivery
system.

**Objectives**

Upon completion of this Unit, students should be able to:

1.  Apply organizational theory to human service delivery.

2.  Evaluate discourses in relation to human service delivery systems.

3.  Critically analyze the goals, beliefs, and philosophies of
    organizations in program development and delivery.

4.  Identify the nature and role of change in human service delivery.

5.  Analyze the construct of 'service user'.

6.  Articulate the processes in developing human service delivery
    systems.

**Handbook Entry**

Provides students with a critical evaluation of human service delivery
systems and an understanding of these developments in the Australian
environment. Organizational contexts of delivery and the role of change
are examined, as is the role of the individual service user.

**Syllabus**

Overview of human service delivery systems in contemporary Australia

Organizations and human services

Underpinnings of human service delivery

Impact of change in human service delivery

The service user and the delivery system

**Prescribed Text**

Healey, J (1998) *Welfare Options.* Allen and Unwin St Leonard's NSW.

Inglis, J and Rogan, L. (Eds) (1993). *Beyond Swings and Roundabouts:
Shaping the Future of Community Services in Australia,* Pluto Press,
Leichhardt NSW.

**Reference Materials**

Au, C. (1996) Rethinking Organizational Effectiveness: Theoretical and
Methodological Issues in the Study of Organizational Effectiveness for
Social Welfare Organizations, *Administration in Social Work, Fall Vol
20,* 4, pp. 1-22.

Bargal, D. and Scmid, H (1992) Organizational Change and Development in
Human Service Organizations: a Prefatory Essay, *Administration in
Social Work Summer-Fall Vol 16*, 3-4, pp. 1-14.

Barlow, D.M. (1997) Electronic Community Networks in Rural Australia: A
Model for Social Development in the Information Society, *Australian
Social Work*

*Vol 50, 1*, *March,* pp 3-8.

Bielefeld, W. and Corbin, J.J. (1996) The Institutionalization of
Nonprofit Human Service Delivery: the Role of Political Culture,
*Administration and Society, November, Vol 28*, 3, pp. 362-390.

Bills, D. (1993) *Organizing Public and Voluntary Agencies,* Routledge,
London.

Braye, S. and Preston-Shoot, M (1995) *Empowering Practice in Social
Care,* Open University Press, Buckingham UK.

Crawford, F. (1997) No Continuing City: A Postmodern Story of Social
Work, *Australian Social Work Vol 50,* 1, *March,* pp 23-30.

Gutierrez, L and Alvarez, R.A. and Nemon, H and Lewis, EA. (1996)
Multicultural Community Organizing: a strategy for change, *Social Work,
September,*

*Vol 41*, 5, pp 501-509.

Industry Commission (1995) *Charitable Organisations in Australia,*
Melbourne:

AGPS.

McDonald, C. (1995) The Challenge from Within Organisational Commitment
in Nonprofit Human Service Organisations, *Australian Social Work Vol
48*, 1, *March,*

pp 3-11.

Jones, A. and May, J. (1992) *Working in Human Service Organisations:* A
*Critical Introduction,* Longman, Melbourne.

Mehr, J. (1995) *Human Services Concept and Intervention Strategies,*
6th ed., Massachusetts: Allyn & Bacon.

Neukrug, E. (1994) *Theory, Practice and Trends in Human Services: An
Overview of an Emerging Profession,* Pacific Grove CA: Brooks/Cole.

Schram, B and Reid Mandell, B (1994) *An Introduction to Human Services
Policy and Practice* 2nd ed, Macmillan College Publishing,
Massachusetts.

Sonin, D. and Horn, D. (1996) Practitioners' Experience in Telstra,
*Australian Social Work Vol 49*, 1, *March,* pp 31-36.

Titterton, M. ed (1994) *Caring for People in the Community: The New
Welfare,* Jessica Kingsley Publishers, London.

Woodside, M. & McClam, T. (1994) *An Introduction to Human Services,*
2nd ed, Pacific Grove CA: Brooks/Cole.

**Student Assessment Requirements**

**Assessment Item 1**

This assessment item relates to Unit objectives 1, 2 & 3

**Type:** Essay

**Length:** 1500-2000 words

**Value:** 40%

**Due Date:**

**Assessment Item 2**

This assessment item relates to Unit objectives 4, 5 & 6

**Type:** Project

**Length:** 3000-3500 words

**Value:** 60%

**Due Date:**

**Intended Distribution of Student Load**

The assumed student workload for the Unit is 150 hours which comprises
reading the Study Guide and undertaking guided activities, examining
readings and texts, accessing other resources and preparation of
assessments.

**Southern Cross University**

**School of Human Services**

  ------------------------------- ---------------------------------------
  **Unit Statement**              

  **Unit Title:**                 **Evaluation and Accountability in
                                  Human Services**

  Unit Code:                      TBA

  Award Name:                     **Masters of Human Services**

  Type of Unit:                   Core

  Pre-requisites:                 Nil

  Co-requisites:                  Nil

  Mode of Study:                  External

  Semester Offered:               

  Teaching Unit:                  School of Human Services

  DEET Discipline:                2.01

  Staffing:                       TBA
  ------------------------------- ---------------------------------------

**Aims**

Practitioners in Human Service organizations are increasingly required
to be accountable for the delivery, assessment and evaluation of
services and programs. To enable appropriate accountability, students
require a thorough understanding of the theoretical and process
dimensions of evaluative research in human services. This Unit aims to
provide an overview of research, evaluation theory and practice
currently relevant to human services. Evaluation research in human
services will be explained using models of competing discourses.

**Objectives**

On completion of this Unit students should be able to:

1.  Apply the theoretical dimensions of evaluative research in human
    services.

2.  Relate accountability to the basic processes of research and
    evaluation methods.

3.  Describe the complex ethical issues in evaluating human services.

4.  Analyze the complex reporting issues in human service evaluations.

5.  Evaluate a human service program or project.

6.  Critically assess published evaluations in human services.

**Handbook**

This Unit aims to look at the role of evaluation and accountability in
human service practice. Students will be introduced to methods and
techniques of data collection and analysis that facilitate evaluative
research while at the same time satisfying ethical and accountability
dimensions. Students will be provided with skills to critically evaluate
a human service program or project and to assess published evaluations
in human services.

**Syllabus**

Accountability and evaluation in human services

Research models in human services

Evaluation models in human services

Evaluative research processes

Ethics and accountability in evaluative research

Reporting the evaluative research

Roles of the practitioner/researcher

The role of enquiry in promoting change

Analysis of published evaluations

**Prescribed Test**

Newman, W.L. (1997) *Social research methods* 3rd ed. Boston: Allen &
Unwin.

**Reference Materials**

De Vaus, D. (1995). *Surveys in social research* 4th ed. Sydney: Allen &
Unwin.

Jones, A. & May, J. (1992). *Working in human service organisations.*
Melbourne: Longman Cheshire.

Kellehear, A. (1993) *The unobtrusive researcher: A* *guide to methods.*
Sydney:

Allen & Unwin.

May, T. (1997). *Social Research* 2nd ed. Open University Press.

Patton, M. Q. (1990). *Qualitative evaluation and research methods.*
Newbury Park, Calif: Sage Publications.

Patton, M. Q. (1987) *Qualitative methods in evaluation.* Newbury Park,
Calif: Sage Publications.

Robson; C. (1993). *Real world research:* A *resource for social
scientists and practitioner-researchers.* Oxford: Blackwell Publishers.

Stringer. E. T. (1996). *Action research: A handbook for practitioners.*
Perth:

Curtin University of Technology.

Uhr, J. (Ed) (1991). *Program Evaluation.* Federalism Research Centre.
Canberra:

ANU.

Wadsworth, Y. (1997) *Everyday evaluation on the run.* 2^nd^ ed. Sydney:
Allen *&* Unwin.

**Student Assessment Requirements**

**Assessment Item 1**

This assessment item relates to Unit objectives 1& 2

**Type:** Project

**Length:** 2000 words

**Value:** 40%

**Due Date:**

**Assessment Item 2**

This assessment item relates to Unit objectives 3, 4, 5 & 6

**Type:** Research Proposal

**Length:** 2500-3000 words

**Value:** 60%

**Due Date:**

**Intended Distribution of Student Load**

The assumed student workload for the Unit is 150 hours which comprises
reading the Study Guide and undertaking guided activities, examining
readings and texts, accessing other resources and preparation of
assessments.

**Staffing and Resources**

U.U.H. BAY MSW(Melb)

H.C. BIGGS BA(Hons)(Qld), PhD(Massey)MAPS

H.G. BYRNE RN, BEdNurs(ArmCAE), MHlthSc(NE), FRCNA

J.E. FOSTER BSocSc(SocWk)(PIT), MSW(Melb)

J.A. GRIFFITHS BA(Qld), GradDipCoun (BCAE), MNA(UNSW)

R.P. HOLLOWAY BEd (N'cleCAE)

E.M. NUSKE BSc(Hns)SocStuds, MA AppliedSocStuds, CQSW

R.N. VAN DER VEEN BA(Wat), BSW(Hons)(Lake), MSW(James Cook)

Emeritus Professor Tony VINSON BADipSocStud(Syd), MA(Hons)
DipSocPhD(UNSW)

**Rules**

**Graduate Certificate in Community Development**

**(Emergency Management/Human Services)**

**Abbreviated Title: GCCD (EM/HS)**

**Introduction**

The Graduate Certificate, Graduate Diploma and Masters in Community
Development (Emergency Management/Human Services) are designed to
provide graduates senior emergency services personnel and human services
practitioners to undertake advanced study in community development.

**Course Structure**

The Graduate Certificate requires completion of at least four (4) Units
described in the accompanying schedule.

**Rules Governing Candidature**

1.  **Admission to Candidature**

1.1 Applicants for admission to candidature for the Graduate Certificate
shall:

(a) have fulfilled all the requirements for admission to a degree or
    qualifications of equivalent standing at this or another university
    or tertiary institution; or

(b) have demonstrated academic, professional standing or work experience
    considered to be equivalent to the requirement of (a).

1.2 An applicant for candidature shall apply to the Head, School of
Human Services on the prescribed form.

1.3 Admission to candidature and the trimester of commencement shall be
determined by the Head of School.

1.4 After admission to candidature, a candidate shall submit a program
of study for approval by the Head of School.

2.  **Requirements for the Graduate Certificate**

> To satisfy requirements for the Graduate Certificate the candidate
> shall complete a program equivalent to at least four (4) units of
> study approved by the Head of School, including units selected from
> the appropriate Schedule annexed to these Rules. In special
> circumstances other coursework units may be approved by the Head of
> School.

3.  **Period of Candidature**

3.1 Except with the permission of the School Board, a full-time
candidate shall pursue the approved course of study for not more than
three (3) fifteen (15) week trimesters of full time study and not more
than six (6) trimesters of part-time study. There will be three (3)
fifteen (15) week trimesters in each calendar year.

3.2 The School Board may grant leave of absence from candidature and the
period of such leave shall not be counted as part of the prescribed
period of candidature.

4.  **Enrollment**

Unless the Head of School otherwise determines:

(a) a candidate shall remain enrolled for the duration of each semester;
    and

(b) a candidate shall enroll in not more than four (4) units in anyone
    semester. Provided that where the Head of School's discretion is
    exercised such a candidate shall be permitted to enroll in not more
    than five (5) units in any one semester.

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5.  **Completion of a Unit**

A candidate shall have completed a unit when either:

a.  a grade indicating satisfactory completion of the unit has been
    attained as prescribed in Assessment and Examination Rule 9; or

b.  the candidate has been granted advanced standing in the Unit.

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6.  **Advanced Standing**

6.1 Advanced standing may be awarded for up to three (3) units of the
course.

6.2 At the discretion of the School Board, a candidate may be granted
advanced standing for up to two (2) units on the basis of units
completed at this University or at another University or tertiary
institution, provided that those units have not been counted towards
another qualification and they have a reasonable correspondence to units
prescribed for the coursework program.

6.3 At the discretion of the School Board, a candidate may be granted
advanced standing for up to two (2) units on the basis of professional
standing and/or work experience deemed to be equivalent to the
objectives of the course.

6.4 A candidate who, within three (3) months of completing all the
requirements for the Graduate Certificate, elects to enroll in the
Graduate Diploma or Masters shall be granted advanced standing for four
(4) units towards those degrees subject to the candidate surrendering
the right to be awarded the Graduate Certificate.

6.5 A candidate granted advanced standing in accordance with the
provision of 6.3 and 6.4 but who subsequently fails to complete the
Graduate Diploma or Masters on application shall be entitled to be
awarded the Graduate Certificate at the next appropriate graduation
ceremony.

7.  **Admission to the Graduate Certificate**

> A candidate who has fulfilled the requirements of these Rules and
> otherwise has complied with the provision of all By-laws and other
> Rules applicable to the University may be admitted to the Graduate
> Certificate in Community Development (Emergency Management/Human
> services).

**Schedule of Units**

Principles of Community Development (Core) New

Political, Economic and Cultural Aspects of Community (Core) New

[Emergency Management Strand]{.underline}

Issues in Emergency Management New

Disaster Preparedness and Prevention New

[Human Services Strand]{.underline}

Conceptual Contexts of Human Services New

Delivery Systems in Human Services New

**Graduate Diploma in Community Development**

**(Emergency Management/Human Services)**

**Abbreviated Title: GDCD (EM/HS)**

**Introduction**

The Graduate Certificate, Graduate Diploma and Masters in Community
Development (Emergency Management/Human Services) are designed to
provide graduates, senior emergency services personnel and human
services practitioners the opportunities to undertake advanced study in
community development.

**Course Structure**

The Graduate Diploma requires completion of at least eight (8) units
described in the accompanying schedule.

Progression from the Graduate Certificate to the Graduate Diploma to the
Masters degree is permitted within the rules.

**Rules Governing Candidature**

1.  **Admission to Candidature**

1.1 Applicants for admission to candidature for the Graduate Diploma
shall:

(a) have fulfilled all the requirements for admission to a degree or
    qualifications of equivalent standing at this or another university
    or tertiary institution; or

(b) have completed the Graduate Certificate in Community Development
    (Emergency Management/Human Services)

(c) have demonstrated academic, professional standing or work experience
    considered by the School Board to be equivalent to the requirement
    of (a) or (b).

1.2 An applicant for candidature shall apply to the Head, School of
Human Services on the prescribed form.

1.3 Admission to candidature and the trimester of commencement shall be
determined by the Head of School.

1.4 After admission to candidature, a candidate shall submit a program
of study for approval by the Head of School.

2.  **Requirements for the Graduate Diploma**

> To satisfy requirements for the Graduate Diploma the candidate shall
> complete a program equivalent to at least eight (8) units of study
> approved by the Head of School, including units selected from the
> appropriate Schedule annexed to these Rules. In special circumstances
> other coursework units may be approved by the Head of the School.

3.  **Period of Candidature**

3.1 Except with the permission of the School Board, a full-time
candidate shall pursue the approved course of study for not more than
three (3) fifteen (15) week trimesters of full time study and not more
than six (6) trimesters of part-time study. There will be three (3)
fifteen (15) week trimesters in each calendar year.

3.2 The School Board may grant leave of absence from candidature and the
period of such leave shall not be counted as part of the prescribed
period of candidature.

4.  **Enrollment**

Unless the Head of School otherwise determines:

(a) a candidate shall remain enrolled for the duration of each semester;
    and

(b) a candidate shall enroll in not more than four (4) units in anyone
    semester. Provided that where the Head of School's discretion is
    exercised such a candidate shall be permitted to enroll in not more
    than five (5) units in anyone semester.

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```
5.  **Completion of a Unit**

A candidate shall have completed a unit when either:

(a) a grade indicating satisfactory completion of the unit has been
    attained as prescribed in Assessment and Examination Rule 9; or

(b) the candidate has been granted advanced standing in the unit.

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```
6.  **Advanced Standing**

6.1 Advanced standing may be awarded for up to four (4) units of the
course.

6.2 At the discretion of the School Board, a candidate may be granted
advanced standing for up to four: (4) units on the basis of units
completed at this University or at another University or tertiary
institution, provided that those units have not been counted towards
another qualification and they have a reasonable correspondence to units
prescribed for the coursework program.

6.3 At the discretion of the School Board, a candidate may be granted
advanced standing for up to four (4) units on the basis of professional
standing and/or work experience deemed to be equivalent to the
objectives of the course.

6.4 A candidate who has completed all the requirements for the Graduate
Certificate may be granted advanced standing for up to four (4) units.

6.5 A candidate who, within three (3) months of completing all the
requirements for the Graduate Diploma, elects to enroll in the Masters
shall be granted advanced standing for eight (8) units towards those
degrees subject to the candidate surrendering the right to be awarded
the Graduate Diploma.

6.6 A candidate granted advanced standing in accordance with the
provision of 6.2 to 6.4 but who subsequently fails to complete the
Masters on application shall be entitled to be awarded the Graduate
Diploma at the next appropriate graduation ceremony.

7.  **Admission to the Graduate Certificate**

> A candidate who has fulfilled the requirements of these Rules and
> otherwise has complied with the provision of all By-laws and other
> Rules applicable to the University, may be admitted to the Graduate
> Diploma in Community Development (Emergency Management/Human
> Services).

**Schedule of Units**

Principles of Community Development (Core) New

Community Education in Emergency Management (Core) New

Political, Economic and Cultural aspects of Community (Core) New

[Emergency Management Strand]{.underline}

Issues in Emergency Management New

Living in a Hazardous Environment New

Disaster Preparedness & Prevention New

Social Dimensions of Disaster New

Analytical Methodologies in Emergency Management New

[Human Services Strand]{.underline}

Conceptual Context of Human Services New

Analysis of contemporary policy in Human Services New

Delivery Systems in Human Service New

Evaluation and Accountability in Human Services New

Elective

**Masters in Community Development**

**(Emergency Management/Human Services)**

**Abbreviated Title: MCD (EM/HS)**

**Introduction**

The Graduate Certificate, Graduate Diploma and Masters in Community
Development (Emergency Management/Human Services) are designed to
provide graduates senior emergency services personnel and human services
practitioners the opportunity to undertake advanced study in community
development.

**Course Structure**

The Masters requires completion of at least twelve (12) units described
in the accompanying schedule.

Progression from the Graduate Certificate to the Graduate Diploma to the
Masters degree is permitted within the rules.

**Rules Governing Candidature**

1.  **Admission to Candidature**

1.1 Applicants for admission to candidature for the Masters shall:

(a) have fulfilled all the requirements for admission to a degree or
    qualifications of equivalent standing at this or another university
    or tertiary institution; or

(b) have completed the Graduate Diploma in Community Development
    (Emergency Management/Human Services)

(c) have demonstrated academic, professional standing or work experience
    considered by the School Board to be equivalent to the requirement
    of (a) or (b).

1.2 An applicant for candidature shall apply to the Head, School of
Human Services on the prescribed form.

1.3.1 Admission to candidature and the trimester of commencement shall
be determined by the Head of School

1.3.2 After admission to candidature, a candidate shall submit a program
of study for approval by the Head of School.

2.  **Requirements for the Masters**

> To satisfy requirements for the Masters the candidate shall complete a
> program equivalent to at least twelve (12) units of study approved by
> the Head of School including units selected from the appropriate
> Schedule annexed to these Rules. In special circumstances other
> coursework units may be approved by the Head of School.

3.  **Period of Candidature**

3.1 Except with the permission of the School Board, a full-time
candidate shall pursue the approved course of study for not more than
nine (9) fifteen (15) week trimesters of full time study and not more
than eighteen (18) trimesters of part-time study. There will be three
(3) fifteen (15) week trimesters in each calendar year.

3.2 The School Board may grant leave of absence from candidature and the
period of such leave shall not be counted as part of the prescribed
period of candidature.

4.  **Enrolment**

Unless the Head of School otherwise determines:

a.  a candidate shall remain enrolled for the duration of each semester;
    and

b.  a candidate shall enroll in not more than four (4) units in anyone
    semester. Provided that where the Head of School's discretion is
    exercised such a candidate shall be permitted to enroll in not more
    than five (5) units in any one semester.

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```
5.  **Completion of a Unit**

A candidate shall have completed a unit when either:

a.  a grade indicating satisfactory completion of the unit has been
    attained as prescribed in Assessment and Examination Rule 9; or

b.  the candidate has been granted advanced standing in the unit.

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<!-- -->
```
6.  **Advanced Standing**

6.1 Advanced standing may be awarded for up to six (6) units of the
course.

6.2 At the discretion of the School Board, a candidate may be granted
advanced standing for up to six (6) units on the basis of units
completed at this University of at another University or tertiary
institution for the Masters, provided that those units have not been
counted towards another qualification and they have a reasonable
correspondence to units prescribed for the coursework program.

6.3 At the discretion of the School Board, a candidate may be granted
advanced standing for up to six (6) units on the basis of professional
standing and/or work experience deemed to be equivalent to the
objectives of the course.

6.4 A candidate who has completed all the requirements for the Graduate
Certificate may be granted advanced standing for up to four (4) units.

6.5 A candidate who has completed all the requirements for the Graduate
Diploma may be granted advanced standing for up to eight (8) units.

6.6 A candidate granted advanced standing in accordance with the
provision of 6.2 to 6.5 but who subsequently fails to complete the
Masters on application shall be entitled to be awarded the Graduate
Diploma at the next appropriate graduation ceremony.

7.  **Admission to the Masters**

> A candidate who has fulfilled the requirements of these Rules and
> otherwise has complied with the provision of all By-laws and other
> Rules applicable to the University, may be admitted to the Masters in
> Community Development (Emergency Management/Human Services).

**Schedule of Units**

Principles of Community Development (Core) New

Political, Economic and Cultural aspects of Community (Core) New

Community Education (Core) New

[Emergency Management Strand]{.underline}

Issues in Emergency Management New

Disaster Preparedness and Prevention New

Living in a Hazardous Environment New

Social Dimension of Disaster New

Research Dissertation ED756

Independent Study Unit IS165

[Human Services Strand]{.underline}

Analytical Methodologies in Emergency Management New

Conceptual Context of Human Services New

Analysis of Contemporary Policy in Human Services New

Delivery Systems in Human Service New

Evaluation and Accountability in Human Services New

Research Dissertation ED756

Independent Study Unit IS165