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MSc Global Health / Course details

Year of entry: 2021

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Course unit details:
Disaster Preparedness

Unit code HCRI79000
Credit rating 15
Unit level FHEQ level 7 – master's degree or fourth year of an integrated master's degree
Teaching period(s) Full year
Offered by Humanitarian Conflict Response Institute
Available as a free choice unit? Yes

Overview

This subject encourages students to think critically about key considerations in planning, promoting, and understanding the implications of disaster preparation and risk reduction approaches. The overall aim of the module is for students to be able to develop their own disaster preparation strategies for effective disaster risk reduction informed by policy guidance and learnings from international case studies.

Aims

Upon completion of the subject, students will be able to:

a.           Establish critical insight in disaster preparation as well as to understand its different contextual aspects, impacts and consequences.

b.           Demonstrate awareness of the International Strategy for Disaster Risk Reduction

c.           Analyse potential effects of disasters and identify lessons for future development of strategies and methods to mitigate these effects

d.           Develop a disaster risk reduction plan for a selected setting

e.           Evaluate disaster preparedness approaches and strategies

f.            Demonstrate an understanding of the ethical, cultural and legal considerations in disaster preparedness

Learning outcomes

Upon completion of the subject, students will be able to:

a. Establish critical insight in disaster preparation as well as to understand its different contextual aspects, impacts and consequences.

b. Demonstrate awareness of the International Strategy for Disaster Risk Reduction

c. Analyse potential effects of disasters and identify lessons for future development of strategies and methods to mitigate these effects

d. Develop a disaster risk reduction plan for a selected setting

e. Evaluate disaster preparedness approaches and strategies

     f. Demonstrate an understanding of the ethical, cultural and legal considerations in disaster preparedness

Teaching and learning methods

 

 

Assessment methods

Written Paper - 70%

Discussion Board/Weekly Engagement - 30%

Weekly Review Quizzes - Formative
 

Feedback methods

 

Feedback method

Formative or Summative

Weekly quiz results

Formative

Discussion board engagement/comments

Formative and summative

Written feedback on written assessment

Summative

Optional feedback in virtual “office hours”

Formative

 

Recommended reading

 

Alexander, D. E. (2013). Resilience and disaster risk reduction: an etymological journey. Natural Hazards and Earth System Sciences Discussion, 1 1257-1284.

 

Allen, K. M. (2006).  Community-based disaster preparedness and climate adaptation: local capacity-building in the Philippines. Disasters 30 (1): 81-101.

 

Choularton, R. (2007). Contingency planning and humanitarian action: A review of practice, ODI, London. Available at http://odihpn.org/wp-content/uploads/2007/04/networkpaper059.pdf.

 

Haworth, B., Whittaker, J. & Bruce, E. (2016). Assessing the application and value of participatory mapping for community bushfire preparation. Applied Geography, 76: 115-127.

 

IFRC (2009). World Disaster Report: Focus on early warning, early action. Geneva. Available at http://www.ifrc.org/Global/WDR2009-full.pdf.

 

Paton, D. (2003). Disaster preparedness: A social-cognitive perspective. Disaster Prevention and Management, 12: 210-216.

 

Perry, R W. and Lindell, M.K. (2003) Preparedness for Emergency Response: Guidelines for the Emergency Planning Process. Disasters, 27(4): 336–350.

 

UNISDR (2015). Post-2015 framework for disaster risk reduction. Retrieved from http://www.unisdr.org/we/coordinate/hfa-post2015

Study hours

Independent study hours
Independent study 0

Teaching staff

Staff member Role
Billy Haworth Unit coordinator

Additional notes

Please note that these units are intensive 8-week short courses, predominately independent-study, with no face-to-face learning

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