Core Course 2: International Responses to Social Inclusion
University of Massachusetts Boston
School for Global Inclusion and Social Development
(Class Meeting Time and Location)
Fall 2013
Instructor:
Office:
Office Hours:
Phone:
Email:
Instructor website:
Course website:
COURSE DESCRIPTION
This course introduces students to international organizations that address both the development and the
monitoring of populations around the world. The goal is to increase students’ understanding of the range
of approaches and strategies that these organizations use to respond to pressing societal issues (such as
human rights, heath and disability, women’s and children’s welfare, education, refugee and disaster relief)
and crisis (such as war, hunger, poverty, natural disaster, genocide) but also of the impact that these issues
and crisis can have on cross-cultural communities, vulnerable populations, and social inclusion. A
particular emphasis is placed on the non-governmental sector and its role in addressing immediate and
long-term issues and crisis and in promoting the United Nations’ Millennium Development Goals
(MDGs). In this course students will learn how to interpret the world of opinion, ethics, judgment, need
and urgency as it is driven by what is known and what is transmitted. They will realize the importance of
communication, public awareness and understanding of ethical and moral concerns and how these
interrelate with social inclusion at all levels. Readings, assignments, and interactive class sessions
reinforce the focus on diverse / cross-cultural communities and settings. This is a required core course for
students in the master’s and doctoral programs in Global Inclusion and Social Development.
COURSE OBJECTIVES
Upon completion of this course students will be able to:
 Describe the history of non-governmental organizations (NGOs) and their role in addressing pressing
societal issues (such as human rights, heath and disability, women’s and children’s welfare, education,
refugee and disaster relief) and crisis (such as war, hunger, poverty, natural disaster, genocide) in a
global context;
 Explain the impact of immediate and long-term issues and crisis on cross-cultural communities,
individuals from vulnerable populations, and social inclusion;
 Demonstrate knowledge of key international organizations including NGOs (such as the United
Nations, the Word Health Organization) and financial institutions (such as the World Bank, the
International Monetary Fund) and the range of approaches and strategies they use to respond to
immediate and long-term issues and crisis;
 Critically assess the role and contributions by international organizations towards achieving the
United Nation’s MDGs;
 Realize the importance of communication, public awareness and understanding of ethical and moral
concerns and how these interrelate with social inclusion at all levels; and
 Evaluate the efforts of international organizations towards promoting global inclusion and social
development.
1
STUDENT PERFORMANCE EVALUATION
Activity /
Assignment
Class
participation
Group case study
presentation
Case study write
up
White paper
Individual
presentation
Deadline
Active and prepared participation in class discussions
Percent of Final
Grade
10%
Due in class during scheduled session
20%
Due no later than 1 week following the presentation
15%
Due in class during Session 14
Due in class during Session 14
30%
25%
DIRECTIONS FOR ASSIGNMENTS
Group Case Study Presentation
Throughout the semester, students will work together in small groups (3–4 people) to more closely
investigate the role of an NGO in response to an immediate or long-term crisis with input and approval by
the instructor. Students will choose their own groups. Beginning in Session 5, each group will give a case
study presentation about how course concepts have been translated into policy and / or practice in their
chosen community, country or region. Groups will be asked to present a specific example of an
immediate or long-term crisis in a particular community, country or region, provide background on a
selected NGO that responded, and summarize the response and results for the class. The group will
provide a written case study to accompany this presentation. Presentations should be no more than 20
minutes (per group) in length.
Case Study Write Up
Each group will submit a written case study no later than one week following the case study presentation.
The case study write up will include three major sections:
1. Background of the immediate or long-term crisis
2. Information about the NGO
3. Response and impact
A sample of relevant (but not exhaustive) information to include in section one is a timeline and
description of the issue, an explanation of the threat or danger if nothing was done, and contributing
factors or complications of the situation. Section two might include (again, this is not an exhaustive list)
information about the mission, goals, and history of the NGO as it is related to the situation, capacity to
respond / resources, and relevant partners. Section three might include a description of the actions taken,
details of the response strategy (or strategies), how the organization worked with others (or dealt with any
opposition). A very important aspect of section three is a critical analysis of the response, including
observations about what was effective or not, and alternate solutions that may have been implemented.
White Paper
Each student will develop a white paper that is targeted to a selected group or audience and introduces an
issue with a proposed course of action. Students will select a particular immediate or long-term crisis to
be the focus of this paper. Topics will need to be reviewed and approved by the instructor no later than
Session 8. Students are expected to review relevant literature (both literature provided in the course as
well as additional literature and materials collected for this assignment) and incorporate evidence for the
2
seriousness of the problem as well as their reason for proposing the selected course of action (e.g., why it
is believed to be the most effective).
For master’s level students: papers will be 10 pages in length, with 10–15 references.
For doctoral students: papers will be 20 pages in length with 20–25 references.
Individual Presentation
During the final session (week 14) each student will give a verbal presentation of their white paper to the
class. Use of PowerPoint or other media is optional. Critical aspects of this presentation are conveying the
intended audience and rationale, the issue / immediate or long-term crisis, and proposed course of action.
Students should incorporate supporting evidence from the literature in the presentation. Presentations
should be no more than 15 minutes in length.
COURSE OUTLINE
Session / Date
Topic / Activity
Session 1:
Session goals: Introduce students to the
Course
course objectives, review syllabus and
introduction
course assignments including group case
and overview
study project, and discuss overall
concepts central to the course.
Session 2:
Background
and pertinent
global issues
Session goals: Introduce global issues
that drive response from nongovernmental, governmental, and private
institutions. Introduce the different types
of NGOs, financial institutions, and the
UN MDGs.
Activity: Prepare for class discussion of
the UN MDGs, the role of different
organizations, particularly NGOs and
financial institutions, in promoting and
working towards achieving these goals.
Session 3:
Human rights
Session goals: Discuss the concept of
human rights; examine threats to human
rights around the world and how they are
currently protected. Pertinent NGOs
include Amnesty International, the UN,
etc.
Activity: Prepare for class discussion of
human rights, public perceptions,
differences in perception of human rights
across diverse communities, and the role
of NGOs in protecting human rights.
Session 4:
Healthcare,
disparity and
Session goals: Examine the current state
of health disparity globally, the issue of
healthcare access and how it impacts
●
















Readings
Yin (1994). Case study research:
Design and methodology.
World Commission on the Social
Dimension of Globalization (2004).
Part II: Globalization and its impact,
pp. 12-49.
United Nation [UN] (n.d., a). (MDG
background information)
UN (n.d., b). (MDG indicators)
Department of Economic and Social
Affairs [DESA], UN (2011).
Willetts (2006).
Dichter (1999).
Brown et al. (2000).
Learn about Amnesty International
(http://www.amnestyusa.org/) and the
UN (http://www.un.org/en/) online.
UN High Commission for Human
Rights [HCCR] (1948)
Saussy (2010). Part 4, pp. 429-560.
Stenner (2011).
Alston (2005).
Miller (2010).
Heinze & Freedman (2010).
Dahre (2010).
DESA, UN (2011). MDG Goal 6:
Combat HIV / AIDS, malaria and
other diseases, pp. 36-47.
3
access
diverse communities. Pertinent
organizations include the World Health
Organization (WHO), Doctors Without
Borders, and the Center for Disease
Control and Prevention (CDC) Global
Initiative, etc.

Activity: Prepare for class discussion of
global disparity in healthcare access and
reform, and the role of NGOs in
addressing those issues through
provision, research and development.


Learn about the WHO
(http://www.who.int/en/), Doctors
Without Borders
(http://www.doctorswithoutborders.or
g/), and the CDC Global Initiative
(http://www.cdc.gov/vaccines/progra
ms/global/default.htm) online.
WHO (2010). Ch.1
Saussy (2010). Part 4, pp. 429-560.

Benetar et al. (2003).

Daniels et al. (2005).

Goodman (2005).

Baum (2005).
Saussy (2010). Conclusion: An
Interview (pp. 671-576).
Learn about Partners in Health online
(http://www.pih.org) and prepare
questions for guest speaker.
Session 5:
Healthcare
organizations
Session goals: Student presented case
study on health organization (Part 1 of
session). Invited guest speaker (Part 2):
Paul Farmer of Partners in Health.

Session 6:
Education,
disparity and
access
Session goals: Examine the current
status of education globally, disparities
in access to education and the impact on
diverse communities. Pertinent
organizations include ActionAid, etc.




Activity: Prepare for class discussion of
global disparity in education access and
reform, and the role of NGOs in
addressing those issues through
provision, research and development.
Session 7:
Government
and political
systems
Session goals: Examine varied
government and political systems, their
influence over local citizens and the
global response. Pertinent refugee and
disaster relief organizations include the
UN High Commission for Refugees
(UNHCR) / Refugee Agency,
International Committee of the Red
Cross (ICRC), etc.




DESA, UN (2011). MDG Goal 2:
Achieve universal primary education,
pp. 16-19.
Burnett et al. (2006). Summary
Report & Regional Overviews.
Burnett et al. (2008). Summary
Report & Regional Overviews.
Watkins et al. (2010). Ch. 3: Reaching
the marginalized.
Learn about ActionAid online
(http://www.actionaidusa.org)
Learn about the UNHCR
(http://www.unhcr.org/cgibin/texis/vtx/home) and ICRC
(http://www.icrc.org/eng/index.jsp)
online
UNHCR (2006). Introduction and
Section 4: Responding to
emergencies.
Activity: Prepare for class discussion of
assigned readings.
Session 8: War,
Session goals: Student presented case

Prepare for class discussion of the
4
genocide and
the global
response
study on war / genocide (Part 1 of
session). Showing of the PBS
documentary “On our watch” followed
by class discussion (Part 2).


Session 9:
Hunger and
poverty
Session goals: Discuss the global state of
hunger and poverty. Present relevant
organizations and examine the current
state of hunger and poverty relief as it
relates to the UN MDGs (Part 1 of
session). Student presented case study on
long-term crisis / hunger (Part 2).




Activity: Prepare for class discussion of
the global state of poverty and hunger
and the UN MDGs as well as other
policy approaches to addressing world
poverty and hunger.
Session 10:
Economic and
social
development
Session goals: Discuss the current state
of global economic / social / and
infrastructure development. Pertinent
organizations include the World Bank
and the International Monetary Fund and
their efforts to invest in social
development and monitor the
implementation of the UN MDGs.
Activity: Prepare for class discussion of
the interrelationship between economic
and social development in a global
context, and the role of financial
institutions in promoting and investing in
the social dimensions of development.
Session 11:
Vulnerable
populations









Session goals: Discuss vulnerable

populations within diverse societies, with
particular emphasis on children, women,
and persons with disabilities. Examine
how the UN MDGs emphasize these
populations.

Activity: Prepare for class discussion of 
vulnerable populations and how they are
emphasized by the UN MDGs, specific
threats for these populations, and how
documentary by reviewing
background materials online:
http://www.pbs.org/wgbh/pages/frontl
ine/darfur/;
http://www.pbs.org/wgbh/pages/frontl
ine/darfur/etc/synopsis.html
UNHCR (1948).
UN (2007).
DESA, UN (2011). MDG Goal 1:
Eradicate extreme poverty, pp. 6-15.
Sachs (2005). Introduction, Ch. 1-3.
Pogge (2006).
Selected chapters from von Braun,
Hill, & Pandya-Lorch (2009):
o Chen & Ravillion – Ch. 2,
o Birner – Ch. 39, and
o Keyer & van Wesenbeeck –
Ch. 38.
DESA, UN (2011). MDG Goal 8:
Develop a global partnership for
development, pp. 58-64.
Pawar & Cox (Eds.). (2010).
Introduction.
Mintzberg & Srinivas (2010).
Kirby (2006).
Stohr (2006).
Collier & Dollar (2002).
World Bank (2005).
World Bank and International
Monetary Fund [IMF] (2010).
International Monetary Fund [IMF]
(2010).
DESA, UN (2011).
o MDG Goal 3: Promote gender
equality and empower
women, pp. 20-23
o MDG Goal 5: Improve
maternal health, pp. 28-35.
UN (2011a): pp. 1-46
World Health Organization [WHO]
(2011).
o Section 1: Understanding
disability (pp. 1-10).
5
o
particular NGOs have responded.


Session 12:
Vulnerable
populations
Session goals: Student presented case
study on vulnerable populations (Part 1
of session). Invited guest speaker: Judy
Palfrey of Centre for Global Pediatrics at
Children's Hospital Boston (Part 2).

Session 13:
Natural
disasters and
disaster relief
Session goals: Student presented case
study on natural disaster (Part 1 of
session). Highlight the differential
impact of natural disasters globally.
Analyze the current state of response to
natural disasters and introduce relevant
organizations including the American
Red Cross, etc. (Part 2).

Activity: Prepare for class discussion of
different types of natural disasters and
their impact on vulnerable populations
and diverse communities, and how
particular NGOs have responded.
Session 14:
Individual
presentations




Section 2: Disability-a global
picture (pp. 19-46).
UN Entity for Gender Equality
(2012). Executive summary.
UNICEF (n.d.). Summary of the
convention of rights for children.
DESA, UN (2011). MDG Goal 4:
Reduce child mortality, pp. 24-28.
Learn about the Center for Global
Pediatrics (http://chglobalhealth.org/)
and prepare questions for guest
speaker.
DESA, UN (2011). MDG Goal 7:
Ensure environmental sustainability,
pp. 48-57.
Learn about the American Red Cross
online (http://www.redcross.org/) review publications / reports on
particular disasters (e.g., Japan
earthquake and tsunami, Haiti
earthquake, Pakistan floods, Chile
earthquake)
American Red Cross (2011).
Kilby (2007).
Activity: Final Presentations
ACCOMODATIONS
UMass Boston is committed to providing reasonable academic accommodations for all students with
disabilities. This syllabus is available in alternate format upon request. If you have a disability and feel
you will need accommodations in this course, please contact the Ross Center for Disability Services,
Campus Center, Upper Level, Room 211 at 617-287-7430. After registration with the Ross Center, you
should present and discuss the accommodations with the instructor. Although a student can request
accommodations at any time, it is recommended that students inform the instructor of their need for
accommodations by the end of the Drop / Add period to ensure that accommodations are available for the
entirety of the course.
CODE OF CONDUCT AND ACADEMIC INTEGRITY
It is the expressed policy of UMass Boston that every aspect of academic life − not only formal
coursework situations, but all relationships and interactions connected to the educational process − shall
be conducted in an absolutely and uncompromisingly honest manner. UMass Boston presupposes that any
submission of work for academic credit is the student’s own and is in compliance with University policies,
6
including its policies on appropriate citation and plagiarism. These policies are spelled out in the Code of
Student Conduct. Students are required to adhere to the Code of Student Conduct, including requirements
for academic honesty, as delineated in the UMass Boston Graduate Catalogue and relevant program
student handbook(s).
REQUIRED COURSE READINGS AND REFERENCES
ActionAid website: http://www.actionaidusa.org
Alston, P. (2005). “Ships passing in the night: The current state of the human rights and development
debate seen through the lens of the Millennium Development Goals.” Human Rights Quarterly
27(3): 755.
American Red Cross website: http://www.redcross.org/
American Red Cross (2011). Global impact report. Washington DC: Author. Retrieved from
http://www.redcross.org/portal/site/en/menuitem.d8aaecf214c576bf971e4cfe43181aa0/?vgnextoi
d=0bf26a5e61dce110VgnVCM10000089f0870aRCRD&vgnextfmt=d;
http://www.redcross.org/www-files/Documents/pdf/international/11ISDreport.pdf
Amnesty International website: http://www.amnestyusa.org/
Baum, F. (2005). Who cares about health for all in the 21st century? Journal of Epidemiology and
Community Health, 59(9), 714.
Benetar, S. R., Daar, A. S., Singer, P. A. (2003). Global health ethics: The rationale for mutual caring.
International Affairs, 79(1), 107-139.
Brown, L. D., Khagram, S., Moore, M.H., & Frumkin, P., (2000). Globalization, NGOs and multisectoral relations. Working Paper No. 1. Cambridge, MA: Harvard University, John F. Kennedy
School of Government, Hauser Center for Nonprofit Organizations. Retrieved from
http://ssrn.com/abstract=253110 or http://dx.doi.org/10.2139/ssrn.253110
Burnett, N. (2008). Literacy for life. (Summary Report). EFA Global Monitoring Report Series. Paris,
France: United Nations Educational, Scientific and Cultural Organization (UNESCO). Retrieved
from http://www.unesco.org/new/en/education/themes/leading-the-internationalagenda/efareport/reports/2006-literacy/
Burnett, N. (2008). Education for all by 2015 - Will we make it? (Summary Report). EFA Global
Monitoring Report Series. Paris, France: United Nations Educational, Scientific and Cultural
Organization (UNESCO). Retrieved from
http://www.unesco.org/new/en/education/themes/leading-the-internationalagenda/efareport/reports/2008-mid-term-review/
Center for Disease Control and Prevention (CDC) Global Initiative website:
http://www.cdc.gov/vaccines/programs/global/default.htm
Center for Global Pediatrics: http://chglobalhealth.org/
Collier, P., & Dollar, D. (2002). Globalization, growth, and poverty: Building an inclusive world
economy. Washington, DC: World Bank. Retrieved from
7
http://econ.worldbank.org/external/default/main?pagePK=64165259&theSitePK=469372&piPK=
64165421&menuPK=64166093&entityID=000094946_0202020411335
Dahre, U. J. (2010). There are no such things as universal human rights - on the predicament of
indigenous peoples, for example. The International Journal of Human Rights, 14(5), 641-647.
Daniels, N., Flores, W. Pannarunothai, S., Ndumbe, P. N., Bryant, J. H., Ngulube, T. J., & Wang, Y.
(2005). An evidence-based approach to benchmarking the fairness of health-sector reform in
developing countries. Bulletin of the World Health Organization, 83(7), 534.
Department of Economic and Social Affairs [DESA], United Nations [UN] (2011). The Millennium
Development Goals Report 2011. New York, NY: Author. Retrieved from
http://mdgs.un.org/unsd/mdg/Resources/Static/Products/Progress2011/1131339%20(E)%20MDG%20Report%202011_Book%20LR.pdf
Dichter T.W. (1999). Globalization and its effects on NGOs: Efflorescence or a blurring of roles and
relevance? Nonprofit and Voluntary Sector Quarterly 28: 38-58.
Doctors Without Borders website: http://www.doctorswithoutborders.org/
Goodman, T. (2005). Is there a right to health? The Journal of Medicine and Philosophy, 30(6), 643.
Heinze, E. & Freedman, R. (2010). Public awareness of human rights: Distortions in the mass media. The
International Journal of Human Rights, 14(4), 491-523.
International Committee of the Red Cross [ICRC] website: http://www.icrc.org/eng/index.jsp
International Monetary Fund (2010). The IMF and the millennium development goals. Retrieved from
http://www.imf.org/external/np/exr/facts/pdf/mdg.pdf
Kilby, P. (2007). The strength of networks: the local NGO response to the tsunami in India. Disasters
32(1), 120–130, March 2008 Available online: DOI: 10.1111/j.1467-7717.2007.01030.x
Kirby, K. (2006). International Monetary Fund. In: Retrieved from: A. Nowakowski. Rights-based
approaches to development. Human Right & Human Welfare – Topical Research Digest.
Retrieved from http://www.du.edu/korbel/hrhw/researchdigest/development/index.html;
http://www.du.edu/korbel/hrhw/researchdigest/development/imf.pdf
Miller, H. (2010). From rights-based to rights-framed approaches: A social constructivist view of human
rights practice. International Journal of Human Rights, 14(6), 915-931.
Mintzberg, H. & Srinivas, N. (2010). Juxtaposing helpers and doers: A framework of non-governmental
organizations in development. Community Development Journal 45 (1): 39-57. Available online:
doi: 10.1093/cdj/bsp002
Partners in Health website: http://www.pih.org
Pawar, M. S., & Cox, D. R. (2010). (Eds.) Social development: Critical themes and perspectives. New
York, NY: Routledge.
8
PBS documentary “On our watch” background materials:
http://www.pbs.org/wgbh/pages/frontline/darfur/;
http://www.pbs.org/wgbh/pages/frontline/darfur/etc/synopsis.html
Pogge, T. (2005). World poverty and human rights. Ethics & International Affairs, 19(1), 1-7.
Sachs, J.D. (2005). The end of poverty: Economic possibilities for our time. New York, NY:
The Penguin Press.
Saussy, H. (2010). Partner to the poor: A Paul Farmer reader. Berkeley, CA: University of California
Press.
Stenner, P. (2011). Subjective dimensions of human rights: What do ordinary people understand by
human rights? Journal of Human Rights, 15(8), 1215-1233.
Stohr, A. (2006). World Bank. In: Retrieved from: A. Nowakowski. Rights-based approaches to
development. Human Right & Human Welfare – Topical Research Digest. Retrieved from
http://www.du.edu/korbel/hrhw/researchdigest/development/index.html;
http://www.du.edu/korbel/hrhw/researchdigest/development/wb.pdf
United Nations [UN] website: http://www.un.org/en/
United Nations [UN] (n.d., a). We can end poverty 2015: Millennium Development Goals. Retrieved from
http://www.un.org/millenniumgoals/bkgd.shtml
United Nations [UN] (n.d., b). Millennium Development Goals Indicators. Retrieved from
http://mdgs.un.org/unsd/mdg/Default.aspx
United Nations [UN] (2007). The United Nations and Dafur – Fact sheet. New York, NY: Author.
Retrieved from http://www.un.org/news/dh/infocus/sudan/fact_sheet.pdf
United Nations [UN] (2011). Disability and the Millennium Development Goals. New York, NY: Author.
Retrieved from:
http://www.un.org/disabilities/documents/review_of_disability_and_the_mdgs.pdf
United Nations Entity for Gender Equality and the Empowerment of Women (2012). In pursuit of justice:
Executive summary. New York, NY: Author. Retrieved from http://progress.unwomen.org/wpcontent/uploads/2011/06/EN-Summary-Progress-of-the-Worlds-Women1.pdf
United Nations High Commission for Human Rights [UNHCHR] (1948). The universal declaration of
human rights. Retrieved from http://www.un.org/en/documents/udhr/
United Nations High Commission for Human Rights [UNHCHR] (1948). Convention on the prevention
and punishment of the crime of genocide. Retrieved from
http://www2.ohchr.org/english/law/genocide.htm
United Nations High Commission for Refugees [UNHCR] / Refugee Agency website:
http://www.unhcr.org/cgi-bin/texis/vtx/home
9
United Nations High Commission for Refugees [UNHCR] (2006). The state of the world's refugees 2006:
Human displacement in the new millennium. New York, NY: Author. Retrieved from
http://www.unhcr.org/4a4dc1a89.html
United Nations Children's Fund [NICEF] (n.d.). Overview of the rights under the convention of rights of
the child. Author. Retrieved from http://www.unicef.org/crc/files/Rights_overview.pdf
Von Braun, J., Hill, R. V., & Pandya-Lorch, R. (2009). The poorest and the hungry: Assessments,
analysis, and actions. International Food and Policy Research Institute: Washington, DC.
Retrieved from http://www.ifpri.org/sites/default/files/publications/oc63.pdf
World Bank (2005). Empowering people by transforming institutions: Social development in World Bank
operations. Washington, DC: World Bank. Retrieved from
http://siteresources.worldbank.org/EXTSOCIALDEVELOPMENT/Resources/2443621164181732580/SDStrategy-Full.pdf
Willetts, P. (2006). Nongovernmental organizations. UNESCO Encyclopedia of Life Support Systems
(EOLSS). Institutional and Infrastructure Resources. Retrieved from
http://www.eolss.net/Sample-Chapters/C14/E1-44-03-07.pdf
Watkins, K. et al. (2010). Reaching the marginalized. EFA Global Monitoring Report Series. Paris,
France: United Nations Educational, Scientific and Cultural Organization (UNESCO). Retrieved
from http://www.unesco.org/new/en/education/themes/leading-the-internationalagenda/efareport/reports/2010-marginalization/;
http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/ED/GMR/pdf/gmr2010/gmr2010ch3.pdf
World Bank and International Monetary Fund (2010). Global monitoring report 2010: The MDGs after
the crisis. Washington, DC: World Bank. Retrieved from
http://siteresources.worldbank.org/INTGLOMONREP2010/Resources/69113011271698910928/GMR2010WEB.pdf
World Commission on the Social Dimension of Globalization (2004). A fair globalization: Creating
opportunities for all. Geneva, Switzerland: International Labor Organization (ILO). Retrieved
from http://www.ilo.org/public/english/wcsdg/docs/report.pdf
World Health Organization [WHO] website: http://www.who.int/en/
World Health Organization [WHO] (2010). The world health report: Health systems financing: The path
to universal coverage. Geneva: Author. Retrieved from
http://whqlibdoc.who.int/whr/2010/9789241564021_eng.pdf
World Health Organization [WHO] (2011). World report on disability. Geneva: Author. Retrieved from
http://www.who.int/disabilities/world_report/2011/report.pdf
Yin, R. (1994) Case study research: Design and methodology. Beverly Hills, CA: Sage.
ADDITIONAL READINGS
10
Aldrich, P. (2010). Separate and unequal: Post-tsunami aid distribution in southern India. Social Science
Quarterly, 91, 1369-1389.
Archer, N., Moschovis, P.P., Le, P.V., & Farmer, P. (2011). Perspective: Postearthquake Haiti renews the
call for global health training in medical education. Academic Medicine, 86, 889-891.
Benjet, C. (2010). Childhood adversities of populations living in low-income countries: Prevalence,
characteristics, and mental health consequences. Current Opinion in Psychiatry, 23, 356-362.
Budosan, B., & Bruno, R.F. (2011). Strategy for providing integrated mental health/psychosocial support
in post earthquake Haiti. Intervention: International Journal of Mental Health, Psychosocial
Work & Counseling in Areas of Armed Conflict, 9, 225-236.
Charron, N., & Lapuente, V. (2011). Which dictators produce quality of government? Studies in
Comparative International Development, 46, 397-423.
Chireshe, R., Jadezweni, J.M.M., Cekiso, Mzwamadoda, & Maphosa, S. (2010). Poverty: Narratives and
experiences of street children in Mthatha, Eastern Cape, South Africa. Journal of Psychology in
Africa, 20, 199-202.
Fadiman, A. (1997). The spirit catches you and you fall down. New York, NY: Farrar, Straus,
and Giroux.
Fisher, S. (2010). Violence against women and natural disasters: Findings from post-tsunami Sri
Lanka. Violence Against Women, 16, 902-918.
Gilson, R.J., & Milhaupt, C.J. (2011). Economically benevolent dictators: Lessons for
developing democracies. American Journal of Comparative Law, 59, 227-288.
Jones, G., Steketee, R.W., Black, R.E., Bhutta, Z.A., Morris, S.S., and the Bellagio Child
Survival Study (2003). How many child deaths can we prevent this year? Lancet, 362,
65-71.
Kozol, J. (1991). Savage inequalities: Children in America’s schools. New York, NY: Crown
Publishers Inc.
Latif, A. (2009). A critical analysis of school enrollment and literacy rates of girls and women in
Pakistan. Educational Studies: Journal of the American Educational Studies Association,
45, 424-439.
Menchini, L., & Redmond, G. (2009). Poverty and deprivation among children in Eastern
Europe and Central Asia. International Journal of Social Welfare, 18, 225-236.
Moss, D.A. (2012). Fixing what’s wrong with U.S. politics. Harvard Business Review, 90, 134-139.
Skeen, S., Lund, C., Kleintjes, S., & Flisher, A. (2010). Meeting the Millennium Development Goals in
sub-Saharan Africa: What about mental health? International Review of Psychiatry, 22, 624-631.
United Nations Office of the Special Representative of the Secretary-General for Children and Armed
Conflict (2011). Children and justice during and in the aftermath of armed conflict. Working
Paper No. 3. New York, NY: Author. Retrieved from
11
http://www.un.org/children/conflict/_documents/Working%20Paper%20Number%203_Children
%20and%20Justice.pdf
United Nations Department of Economic and Social Affairs [DESA], Division for the Advancement of
Women (2009). 2009 world survey on the role of women in development: Women’s control over
economic resources and access to financial resources, including microfinance. New York, NY:
Author. Retrieved from http://www.un.org/womenwatch/daw/public/WorldSurvey2009.pdf
World Bank (2011). No small matter: The impact of poverty, shocks, and human capital investments in
early childhood development. H. Alderman, (Ed.). Washington, DC: The International Bank for
Reconstruction and Development/ The World Bank. Retrieved from http://wwwwds.worldbank.org/external/default/main?pagePK=64193027&piPK=64187937&theSitePK=523
679&menuPK=64187510&searchMenuPK=64187283&theSitePK=523679&entityID=00033303
7_20110309000301&searchMenuPK=64187283&theSitePK=523679
12