Course manual Introduction to Disaster Management



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Use taxonomy verbs. See Richard Freeman’s handbook, section 3.3.3: Bloom’s taxonomy, section 3.3.4: Other taxonomies, section 3.3.5 Learning objectives and learning outcomes.
Course outcomes


Upon completion of Introduction to Disaster Management you will be able to:



Outcomes

  • Define and describe disaster management, hazard, emergency, disaster, vulnerability, and risk;

  • Identify and describe the types of natural and non-natural disasters and the implications of disasters on your region and environment;

  • List and describe the main hazards to which your region is, or may be, vulnerable;

  • Define the various phases of the disaster management cycle;




  • Explain the importance of disaster mitigation and disaster preparedness;




  • Describe how disaster management can be integrated into public policy and how planning and design of infrastructure should take into account the vulnerability of communities;




  • Develop and write an emergency operations plan (EOP);


  • State and explain the importance of the Community-Based Approach to education and public awareness;





  • Describe how a community-based action plan for disaster management can be actively implemented;




  • Describe how and why training personnel to acquire skills and knowledge are essential in mitigating the impact of disasters;

  • Recognise the contribution and participation of volunteer agencies;

  • Define the contents of a school-based programme on disaster management;




  • Define and explain how culture contributes to people’s response to education and public awareness programmes;

  • Compare the importance of indigenous knowledge in education and public awareness on disaster management;

  • Define Emergency Management Systems (EMS);

  • Identity how the EMS assists in hazardous material management, emergency medical services, and response and recovery operations;




  • Explain how Global Information Systems (GIS) Global Positioning Systems (GPS) technology are utilised within all phases of the disaster management cycle;

  • State the advantages and disadvantages of using Remote Sensing Systems (RSS) in disaster management;

  • Explain the role of the media in disaster management;
  • State the advantages and disadvantages of using Remote Sensing Systems (RSS) in disaster management;


  • Identify the components involved in emergency medicine;

  • Describe a suitable infrastructure and procedures in accessing emergency medicine services;

  • Identify the main communicable diseases common in disaster situations; the risk factors that increase the likelihood of an outbreak and ways of preventing/minimising such outbreaks;

  • Explain the importance of water sources and the minimum standards for water quality and quantity;

  • Describe processes to monitor and evaluate vector control measures and environmental health programmes in emergency situations;

  • State the impacts of a disaster on society;

  • Develop contingency plans to minimise food distribution problems in the post-disaster period;

  • Assess the impacts of disaster on people’s income, earning capacity and overall social welfare;




  • Identify the stages of disaster recovery and associated problems;

  • Identify and list the most vulnerable groups in disaster and post-disaster times;

  • Describe briefly how we can reduce the effects of disasters on vulnerable groups.



Give details here for the general timeframe of this course. When writing this text you might like to use the fields below as a general guide.
Timeframe




How long?

The expected total learning time for this course is 90 hours, over one semester, although the duration could be extended depending on the requirements of your institution.

Formal study time would be expected to be about 4 hours per module, or 56 hours in total.

Another 34 hours of self-study time is recommended.



Study skills




As an adult learner your approach to learning will be different to that from your school days: you will choose what you want to study, you will have professional and/or personal motivation for doing so and you will most likely be fitting your study activities around other professional or domestic responsibilities.

Essentially you will be taking control of your learning environment. As a consequence, you will need to consider performance issues related to time management, goal setting, stress management, etc. Perhaps you will also need to reacquaint yourself in areas such as essay planning, coping with exams and using the web as a learning resource.

Your most significant considerations will be time and space i.e. the time you dedicate to your learning and the environment in which you engage in that learning.

We recommend that you take time now—before starting your self-study—to familiarize yourself with these issues. There are a number of excellent resources on the web. A few suggested links are:



  • http://www.how-to-study.com/

The “How to study” web site is dedicated to study skills resources. You will find links to study preparation (a list of nine essentials for a good study place), taking notes, strategies for reading text books, using reference sources, test anxiety.

  • http://www.ucc.vt.edu/stdysk/stdyhlp.html

This is the web site of the Virginia Tech, Division of Student Affairs. You will find links to time scheduling (including a “where does time go?” link), a study skill checklist, basic concentration techniques, control of the study environment, note taking, how to read essays for analysis, memory skills (“remembering”).


  • http://www.howtostudy.org/resources.php

Another “How to study” web site with useful links to time management, efficient reading, questioning/listening/observing skills, getting the most out of doing (“hands-on” learning), memory building, tips for staying motivated, developing a learning plan.

The above links are our suggestions to start you on your way. At the time of writing these web links were active. If you want to look for more go to www.google.com and type “self-study basics”, “self-study tips”, “self-study skills” or similar.






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