UNIB10013 Catastrophes as Turning Points
|Dates & Locations:|| |
This subject has the following teaching availabilities in 2017:
Semester 2, Parkville - Taught on campus.Show/hide details
Timetable can be viewed here.
For information about these dates, click here.
|Time Commitment:||Contact Hours: 35 hours - 2 x 1 hour lecture per week and 11 x 1 hour tutorials scheduled across the semester |
Total Time Commitment:
|Recommended Background Knowledge:||None|
|Non Allowed Subjects:||None|
|Core Participation Requirements:|| |
For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.
It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support: http://services.unimelb.edu.au/disability
CoordinatorDr Darrin Durant
|Subject Overview:|| |
There is much to be learned from failure, and in recent history there has been no shortage of examples of human-made catastrophes - the Bhopal Chemical spill, the Tuskegee syphilis experiment, the Challenger explosion, the Thalidomide disaster, the release of Cane Toads, the Chernobyl nuclear meltdown, the collapse of the West Gate bridge. Through a series of case studies, drawn from different disciplines and from different Faculties, students will appreciate the educative value of human-made catastrophe. Each may be seen as a turning point in our understanding of the world, and our place in it. Students will critically examine the dimensions of failure, the contested accounts of causes and explanations of failure, and will assess the professional, political, institutional, and public responses to failure. Students who successfully complete this subject will be able to convincingly interpret and respond to situations where things go badly wrong through an understanding of:
|Learning Outcomes:|| |
Students who successfully complete this subject will:
Note: Assessment submitted late without an approved extension will be penalised at 10% per day. After five days late assessment will not be marked. In-class tasks missed without approval will not be marked.
|Prescribed Texts:|| |
Subject readings will be available online.
|Recommended Texts:|| |
HortonForestW. and Dennis Lewis (Eds.) Great information disasters: twelve prime examples of how information mismanagement led to human misery, political misfortune and business failure.London,England, 1991.
Landauer, Thomas. The Trouble with Computers, London, MIT Press, 1997.
James C. Scott, Seeing like a state: how certain schemes to improve the human condition have failed. New Haven:YaleUniversityPress, 1998.
Tenner, E. Why things bite back: technology and the revenge of unintended consequences, New York: Knopf, 1996.
Winner, Langdon. The Whale and the Reactor, Chicago:UniversityofChicagoPress, 1986.
Lyytinen, K. and R. Hirschheim 1987. Information Systems Failures: A Survey and Classification of the Empirical Literature.OxfordSurveys in Information Technology (4): 257-309.
Hall 1980. Great Planning Disasters. London: Weidenfeld and Nicolson.
Perrow, C. 1984. Normal Accidents: Living with High-Risk Technologies.New York: Basic Books.
Vaughan, D. 1996. The Challenger Launch Decision : Risky Technology, Culture, and Deviance at NASA.Chicago:UniversityofChicagoPress.
Joyce Fortune and Geoff Peters (2005) Information Systems: Achieving Success by Avoiding Failure. Wiley.
Andrew Hopkins (2002) Lessons from Longford: The Esso Gas Plant Explosion. CCH Australia Ltd.
|Breadth Options:|| |
This subject potentially can be taken as a breadth subject component for the following courses:
You should visit learn more about breadth subjects and read the breadth requirements for your degree, and should discuss your choice with your student adviser, before deciding on your subjects.
|Fees Information:||Subject EFTSL, Level, Discipline & Census Date|
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