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2022/2023

Resolving Conflicts and the Sociology of Risk

Code: 104000 ECTS Credits: 6
Degree Type Year Semester
2502501 Prevention and Integral Safety and Security FB 2 1
The proposed teaching and assessment methodology that appear in the guide may be subject to changes as a result of the restrictions to face-to-face class attendance imposed by the health authorities.

Contact

Name:
Carme Trinidad Cascudo
Email:
carme.trinidad@uab.cat

Use of Languages

Principal working language:
catalan (cat)
Some groups entirely in English:
No
Some groups entirely in Catalan:
Yes
Some groups entirely in Spanish:
No

Prerequisites

This subject doesn't have any pre-requierments

Objectives and Contextualisation

  • Place the promotion of coexistence, prevention and conflict management in the context of social intervention processes.
  • Analyze a conflictive situation.
  • Understand the role and the professional figure of the facilitator.
  • Learn about new intervention methodologies.

Competences

  • Act with ethical responsibility and respect for fundamental rights and duties, diversity and democratic values.
  • Carry out analyses of preventative measures in the area of security.
  • Communicate information , ideas, problems and solutions to both specialised and non-specialised publics.
  • Efficiently manage technology in security operations.
  • Have a general understanding of basic knowledge in the area of prevention and integral safety and security.
  • Maintain a positive attitude with respect to professional and personal growth.
  • Make changes to methods and processes in the area of knowledge in order to provide innovative responses to society's needs and demands.
  • Respond to problems applying knowledge to practice.
  • Students must be capable of applying their knowledge to their work or vocation in a professional way and they should have building arguments and problem resolution skills within their area of study.
  • Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethical relevant issues.
  • Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
  • Take account of social, economic and environmental impacts when operating within one's own area of knowledge.
  • Take sex- or gender-based inequalities into consideration when operating within one's own area of knowledge.
  • Use the capacity for analysis and synthesis to solve problems.
  • Work and learn autonomously.
  • Work in institutional and interprofessional networks.

Learning Outcomes

  1. Analyse the sex- or gender-based inequalities and the gender biases present in one's own area of knowledge.
  2. Analyse the situation and identify the points that are best.
  3. Apply management indicators and mechanisms to the risks in a community.
  4. Apply the different concepts involved in the internal and external communication of an organisation.
  5. Critically analyse the principles, values and procedures that govern professional practice.
  6. Draw up management proposals for prevention and security in an organisation.
  7. Identify the social, economic and environmental implications of the academic and professional activities in the field of self-knowledge.
  8. Maintain a positive attitude with respect to professional and personal growth.
  9. Propose new methods or well-founded alternative solutions.
  10. Propose projects and actions that incorporate the gender perspective.
  11. Respond to problems applying knowledge to practice.
  12. Students must be capable of applying their knowledge to their work or vocation in a professional way and they should have building arguments and problem resolution skills within their area of study.
  13. Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethical relevant issues.
  14. Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
  15. Take a preventative view in the area of security.
  16. Use the capacity for analysis and synthesis to solve problems.
  17. Work and learn autonomously.
  18. Work in institutional and interprofessional networks.

Content

I.Socioly of Risk:
- The sociological perspective and the sociology of risk.
- The "crises" and the conflicts that cause
II. Conflict resolution.
- The conflict: origin, phases, development
- "Crises" and "risks": local or global conflicts?
- The stakeholders: definition, position, manegement.
- Citizenship and the community as stakeholder
- Conflict and the promotion of coexistence
- Analysis of the conflict. Promoting coexistence
- From mediation to facilitation
- Facilitation
- Social technology

Methodology

Problem-Based Learning (PBL): A series of problems will appear in the classroom and the students must solve them. For this, they will start from the manual. but they will have to search for information, select it and finally take a decision that will be the answer to the problem. Each problem will be a challenge about the transformation of the conflict.

Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.

Activities

Title Hours ECTS Learning Outcomes
Type: Directed      
Tutorials to support practical and theoretical work (Webex sessions); Resolution of doubts; Follow-up of the exercises; Attention in the Moodle Classroom 12 0.48
Type: Supervised      
Resolution of practical cases and presentation in moodle 18 0.72
Type: Autonomous      
Personal study for the exams; Resolution of the PECs 120 4.8

Assessment

RE-EVALUATION

In case of not passing the subject according to the aforementioned criteria (continuous evaluation), a recovery test may be done on the date scheduled in the schedule, and it will cover the entire contents of the program.

To participate in the recovery the students must have been previously evaluated in a set of activities, the weight of which equals a minimum of two thirds of the total grade of the subject. However, the qualification that will consist of the student's file is a maximum of 5-Approved.

Students who need to change an evaluation date must present the justified request by filling in the document that you will find in the moodle space of Tutorial EPSI.

PLAGIARISM

Without prejudice to other disciplinary measures deemed appropriate, and in accordance with current academic regulations, "in the event that the student makes any irregularity that could lead to a significant variation in the grade of an evaluation act, it will be graded with a 0 This evaluation act, regardless of the disciplinary process that can be instructed In case of various irregularities occur in the evaluation acts of the same subject, the final grade of this subject will be 0 ".

The tests / exams may be written and / or oral at the discretion of the teaching staff.

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Exam 50 0 0 2, 11, 9
PECs: 4 Individual written reflexive amb learning by doing reports 50 0 0 5, 1, 4, 3, 15, 6, 7, 8, 10, 14, 12, 13, 18, 17, 16

Bibliography

BAUMANN,Z.    Modernity and Ambivalence. London. Polity Press

BECHMANN, G. “Riesgo y Desarrollo técnico-científico. Sobre la importancia socia de la investigación y valoración del riesgo”, en Cuadernos de Sección, CCSS y Económicas, 2, pp.59-98 (Donostia, Eusko Ikaskuntza)

Beck, U. La sociedad del riesgo. Hacia una nueva modernidad. Barcelona. Paidós. 1998.

(1996) “Risk society and the provident state”, en Lash, S; Szerzynski B; Wynne, B. (eds.) Risk, Environment and Modernity. Towards a new Ecology. London. SAGE Publications.

(1997) “La reinvención de la política: hacia una teoría de la modernización reflexiva”, en Beck, U; Giddens, A.; Lash, S. Modernización reflexiva. Política, tradición y estética en el orden social. Madrid. Alianza Editorial.

(2002) La sociedad del riesgo global. Madrid. Siglo XXI.

BERIAIN, J. (Comp.) (1996) Las consecuencias perversas de la modernidad. Modernidad, contingencia y riesgo. Barcelona. Anthropos.

CASTELLS, M. (1996-1997), La era de la información, 3 vols. Madrid. Alianza Ed. 1997-1998.

GIDDENS, A  . (1990) Consecuencias de la modernidad. Madrid. Alianza Ed. 1993.

(1997) “Risk Society: the context of British Politics”, a Franklin, J. (ed.) The Politics of Risk Society”.

LÓPEZ CEREZO J.A.; LUJÁN J.L (2000) Ciencia y Política del Riesgo. Madrid. Alianza Editorial.

RAMOS, R.; GARCÍA SELGAS, F. Globalización, Riesgo, Reflexividad. Tres temas de teoría social contemporánea. Madrid. CIS.

BAUMANN, Z. (2000) Modernidad líquida. Buenos Aires: FCE.

CORNELIUS, H.; FAIRE, S. (1998) Tú ganas, yo gano. Cómo resolver conflictos creativamente. Madrid: Gaia Ediciones.

MAYER, BERNARD S. (2008) Más allá de la neutralidad. Como superar la crisis de la resolución de conflictos. Barcelona: Gedisa.

MORIN, E.; NAÏR, S. (1998). Una política de civilización. Barcelona: Proa.

LEDERACH, J. P. (2000)  El abecé de la paz y los conflictos. Madrid: Catarata.

SUARES, M. (2002). Mediando en sistemas familiares. Barcelona: Paidós

URY, W.L. (2000) Alcanzar la paz. Diez caminos para resolver conflictos en casa, el trabajo y el mundo. Barcelona: Paidós

 - Revista La Trama http://revistalatrama.com.ar/

Revista de mediación: https://revistademediacion.com/

 

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