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Criminology 6 Dispute Resolution and CrisesIncidents Management A+
, A Self-learning Module for BS Criminology
COURSE CODE: Criminology 6
DISPUTE RESOLUTION AND CRISES/INCIDENTS MANAGEMENT
Prepared by:
,COURSE DESCRIPTION
This course deals with the study of the process of dealing and resolving conflicts/disputes resolution and crises management. It includes the art of
intervention through mediation and reconciliation of disagreements between stakeholder‘s agencies. Likewise, the course includes handling of crises that the
criminal justice personnel are commonly encountered. Moreover, the study significantly provides mechanisms on how to adopt strategies in dealing with
potential and actual crises which are being addressed by concerned agencies and authorities from law enforcement, corrections and communities.
COURSE OUTLINE
MID-TERM
Chapter 1:
Segment I: Concept of Conflict;
What is Conflict?
What are Conflict Theories?
What are the Conflict Resolution Strategies?
Segment II: Alternative Dispute Resolution (ADR) Act;
Segment III: The Office for Alternative Dispute Resolution;
Segment IV: Mediation;
Segment V: International Commercial Arbitration;
Segment VI: Recognition and Enforcement of Awards;
Segment VII: Domestic Arbitration;; and
Segment VIII: Arbitration Law (Republic Act No. 876).
Chapter 2: Katarungang Pambarangay Law and Restorative Justice
Segment IX: Katarungang Pambarangay Law; and
Segment X: Restorative Justice.
FINALS
Segment 9: Basic concept of crises and incident management;
Segment 10: Nature and types of crises;
Segment 11: Distinction of crises and incidents;
Segment 12: The concept and importance of crisis management;
Segment 13: Composition and functions of crisis management; and
Segment 14: Crisis and incidents preventive measures.
TAKE NOTE: The requirements that you must comply in order to evaluate your completion of
this course are the following:
STUDENT PERFORMANCE EVALUATION
LECTURE
MIDTERMS
Assignment and Activity 15%
(Oral presentation, Reflective Writing, Reflective Essay and etc.)
Online Class Participation and Recitation 15%
Attendance 10%
Quiz 20%
Midterm Exam 40%
FINALS
Assignment and Activity 15%
(Oral presentation, Reflective Writing, Reflective Essay and etc.)
Online Class Participation and Recitation 15%
Attendance 10%
Quiz 20%
Midterm Exam 40%
Credit Grade= (Midterm Grade*.40 + Final Term Grade*.60) = 100%
Be noted further that your work shall be rated at the end of each term in accordance with the Grading System documented in the Tarlac State University
Student Manual which are as follows:
1.0 – Excellent
1.25 - 1.5 – Very Good
, 5.0 – Failing
INC – Incomplete
OVERVIEW
Under CHED Memorandum Order No. 05 series of 2018, the most recent curriculum governing BS Criminology Course, the subject Dispute
Resolution and Crisis Management was formally introduced with a course code of Criminology 6.
This subject entails a very significant contribution in the field of criminology, law enforcement, public safety, and research. Thus, students will benefit
relevant knowledge on activities involving dispute resolution and identify conflicting issues thereby treating them from becoming a worst case which may be
occurred in the family, workplace, community, and society in general. Also, understanding on the different principles and methodology in conflict resolution,
creating strategic crime prevention and crisis management efforts will be a contributory factor.
The promotion of peace and ensuring public safety requires a deep understanding on how to promote conflict resolution at the early stage. In the
event of sudden occurrences brought about by crisis, either natural or man – made crisis, the importance of internalizing and applying knowledge on the
principles and procedures in Crisis Management will capacitate the learners from being an instrument of peace and public safety on the future.
INSTRUCTION TO THE USERS
1. Ask your instructor what type of information they will include on exams. Taking good notes is much easier if you know what is important. Each instructor has
their own way of designing their exams, so you may need to change up your note taking strategy to fit their assessments. This information may also be included
on the syllabus.
2. Write down important information from your teacher and textbook. It may feel redundant to take notes, since the information is in front of you. However, you
will soon forget the facts and dates if you don‘t write them down straight away. The same goes for when you are reading the assigned text(s) for the
course/class. So, keep a notebook dedicated to classes, and aim to take at least 1 page of notes per chapter read or 30 minutes of lecture you have sat
through. For example, you may not need to write down Abraham Lincoln‘s exact height. But you should jot down the dates of the Civil War and the date of the
Gettysburg Address, for example.
3. Organize your notes chronologically. Maintaining that chronology in the notes that you take while reading will help you organize the information you receive.
Always jot down the date of events in your notes and try to keep things sequential.
4. Write down connections between the chronological notes you take. Studying history can often feel like you are memorizing a bunch of disconnected dates,
names, and places. Avoid this by making the connections explicit in the notes that you take. Then, when you are preparing for a test or essay, you will be able
to draw on these connections and contextualize historical events.
5. Ask your instructor about any information you did not understand. Sometimes students feel embarrassed to ask their teacher questions, but there is no
reason to feel that way. If you are confused about a point in the lecture or are struggling to remember any dates, names, or places, don‘t hesitate to ask your
teacher after class or send your teacher an inquiring email that night.
6. Reading is Not Studying
Simply reading and re – reading texts or notes is not actively engaging in the material. It is simply re – reading your notes. Only ‗doing‘ the readings for class is
not studying. It is simply doing the reading for class. Re – reading leads to quick forgetting.
Think of reading as an important part of pre – studying, but learning information requires actively engaging in the material. (Edwards, et al. 2014)
Active engagement is the process of constructing meaning from text that involves making connections to lectures, forming examples, and regulating your own
learning. (Davis, 2007)
Active studying does not mean highlighting or underlining text, re – reading, or rote memorization. Though these activities may help to keep you engaged in the
task, they are not considered active studying techniques and are weakly related to improved learning. (Mackenzie, 1994)
7. Ideas for Active Studying
a. Create a study guide by topic. Formulate questions and problems and write complete answers. Create your own quiz.
Become a teacher. Say the information aloud in your own words as if you are the instructor and teaching the concepts to a class.
b. Derive examples that relate to your own experiences.
Create concept maps or diagrams that explain the material.
Develop symbols that represent concepts.
c. Figure out the big ideas so you can explain, contrast, and re-evaluate them.
d. Work the problems and explain the steps and why they work.
e. Study in terms of question, evidence, and conclusion: What is the question posed by the instructor/author? What is the evidence that they present? What is
the conclusion?
f. Organization and planning will help you to actively study for your courses. When studying for a test, organize your materials first and then begin your active
reviewing by topic. (Newport, 2007)
g. Often subtopics are provided on the syllabi. Use them as a guide to help organize your materials. For example, gather all of the materials for one topic (e.g.,
PowerPoint notes, textbook notes, articles, homework, etc.) and put them together in a pile. Label each pile with the topic and study by topics. The Learning
Center (2020)
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