Overview
According to the United Nations (UNISDR), there is no such thing as a 'natural' disaster, only natural hazards. Disaster Risk Reduction (DRR) is a contemporary approach that aims to reduce the damage caused by natural hazards in disaster situations. DRR applies an ethic of prevention and combines the principles of disaster management, disaster preparedness, disaster mitigation and sustainable development. In this unit, you will learn how to reduce disaster risk through sustainable planning, building community partnerships, reducing vulnerability and increasing resilience, with a particular emphasis on risks that impact upon public health.
Details
Pre-requisites or Co-requisites
Co-requisite DSMG20004 Building Adaptive Capacity
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2021
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Unit Evaluation
Students would appreciate greater clarification of the assessment.
Students will be offered online engagement sessions, in addition to the support offered in the discussion forums, to further clarify the assessment for 2021.
Feedback from Unit Evaluation
Return rates for assessment marking could be improved
The feedback for the marking of one assessment item was returned late by a few days due to the ill health of the Unit Coordinator. As it wasn’t possible to make arrangements to replace the Unit Coordinator, all students were informed of the delay in return for this one item and no student was disadvantaged by the late return of the assessment marking.
Feedback from Unit Evaluation
One student identified how one learning resource was difficult to locate on the Moodle site.
All students were informed of the location of this one learning resource. With the change of the Moodle sites to the tile format in 2021 all learning resources should be easier to locate.
Feedback from Unit Evaluation
Tutorials by experts in the field were not offered this year.
Students routinely appreciate the input of disaster management specialists into this unit. Due to the influence of COVID 19 it wasn’t possible to offer this extra service in 2020. These practice-based forums will be reintroduced in 2021.
- Apply the Sendai Framework for Disaster Risk Reduction to disaster risks at a community level.
- Conduct a disaster risk assessment within a community in partnership with relevant professional agencies, businesses and/or community groups.
- Design appropriate disaster risk reduction strategies for a community.
- Facilitate collaborative and evidence-based decision making regarding disaster preparedness and hazard mitigation.
- Advocate for investment in disaster risk reduction to enhance resilience.
Not applicable.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Written Assessment - 30% | |||||
| 2 - Written Assessment - 40% | |||||
| 3 - Presentation - 30% | |||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Knowledge | |||||
| 2 - Communication | |||||
| 3 - Cognitive, technical and creative skills | |||||
| 4 - Research | |||||
| 5 - Self-management | |||||
| 6 - Ethical and Professional Responsibility | |||||
| 7 - Leadership | |||||
| 8 - Aboriginal and Torres Strait Islander Cultures | |||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||
|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | |
| 1 - Written Assessment - 30% | ||||||||
| 2 - Written Assessment - 40% | ||||||||
| 3 - Presentation - 30% | ||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: Harvard (author-date)
For further information, see the Assessment Tasks.
d.trott@cqu.edu.au
Module/Topic
Module 1: Introduction to Disaster Risk Reduction
Chapter
Events and Submissions/Topic
Tutorial (Zoom): Introduction to the unit & Introduction to Assessment 1
Module/Topic
Module 2: Identifying disaster risks
Chapter
Events and Submissions/Topic
Module/Topic
Module 2: Identifying disaster risks (cont'd)
Chapter
Events and Submissions/Topic
Working Tutorial (Zoom): Assessment 1 general help
Module/Topic
Module 2: Identifying disaster risks (cont'd)
Chapter
Events and Submissions/Topic
Module/Topic
Module 3: Designing strategies for reducing disaster risks
Chapter
Events and Submissions/Topic
Tutorial (Zoom): Introduction to Assessment 2
Assessment task 1: Disaster Risk Assessment Due: Week 5 Friday (13 Aug 2021) 11:45 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Module 3: Designing strategies for reducing disaster risks (cont'd)
Chapter
Events and Submissions/Topic
Working Tutorial (Zoom): Assessment 2 general help
Module/Topic
Module 3: Designing strategies for reducing disaster risks (cont'd)
Chapter
Events and Submissions/Topic
Module/Topic
Module 4: From strategies to action
Chapter
Events and Submissions/Topic
Tutorial (Zoom): Introduction to Assessment 3
Assessment task 2: Disaster risk reduction strategies Due: Week 8 Friday (10 Sept 2021) 11:45 pm AEST
Module/Topic
Module 4: From strategies to action (cont'd)
Chapter
Events and Submissions/Topic
Module/Topic
Module 4: From strategies to action (cont'd)
Chapter
Events and Submissions/Topic
Working Tutorial (Zoom): Assessment 3 general help
Module/Topic
Module 4: From strategies to action (cont'd)
Chapter
Events and Submissions/Topic
Working Tutorial (Zoom): Assessment 3 general help
Module/Topic
Review
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
Task Description
Identify a business, agency or community-based organisation in your area that you would be able/willing to work with. Establish a partnership with the organisation and work with them to identify hazards that would impact upon the organisation during a disaster. Assess the disaster risk for each hazard present, supporting your assessment with evidence from the literature and information from your partner organisation.
Part A - Negotiation with partner organisation (Pass/Fail) Due Friday Week 3 11:45pm
Negotiate with a business, agency or community-based organisation to review the natural and anthropogenic hazards with the potential to create a disaster for the organisation. Choose an organisation that you are already familiar with, for example, your current employer, or another business worked with previously, or a social/community organisation. Provide to the organisation a signed copy of the introduction letter provided in Moodle and with the assistance of the partner organisation complete a risk assessment as part of the university insurance requirements for working with a community organisation. During your negotiations, make it clear to your organisation that you are a student and that your findings in no way represent the opinion of CQUniversity. You must complete this task and have it approved by the Unit Coordinator PRIOR to commencing Part B. The signed introduction letter and completed risk assessment are to be submitted for completion of Part A of this Assessment.
Part B - Disaster Risk Assessment (30%) Due Friday Week 5 11:45pm
Write a short report, based on the hazards you identified. Describe the hazards. Explain the likely impacts upon the organisation and the potential to create a disaster for the chosen organisation. Prioritise the hazards for further action according to the risk assessed for each hazard.
Length: 1200 words (10% under- 20% over is acceptable).
As with any report, you should use appropriate evidence to support your statements. There is no prescribed format for this task but your report should use relevant headings and subheadings to guide the reader. A Table of Contents and Executive Summary is not required.
Week 5 Friday (13 Aug 2021) 11:45 pm AEST
Part A Negotiation with partner organisation MUST be submitted by Friday Week 3 11:45pm
Week 7 Friday (3 Sept 2021)
Relevance (30%)
- works with appropriate organisation
- uses relevant information from credible and reputable sources to support ideas
- report is relevant to the context under investigation
- hazards identified are realistic
- effectiveness of the response activities is evaluated
Validity (50%)
- evidence of collaboration with partner organisation
- depth and extent of discussion
- accuracy of risk assessment
- prioritisation based on critical thought and analysis of the risk
- depth and range of research to support risk assessment
Organisation (10%)
- structure and flow of information
- ideas are logically developed and presented
- coherence and clarity of expression (spelling, grammar, syntax)
- all sources attributed
Presentation (10%)
- style and formatting
- typographical matters (types, font, headings, etc.)
- referencing is consistent and in accordance with CQU Harvard style
- length
- Apply the Sendai Framework for Disaster Risk Reduction to disaster risks at a community level.
- Conduct a disaster risk assessment within a community in partnership with relevant professional agencies, businesses and/or community groups.
- Facilitate collaborative and evidence-based decision making regarding disaster preparedness and hazard mitigation.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Self-management
- Ethical and Professional Responsibility
- Leadership
2 Written Assessment
Task Description
Using the hazards previously prioritised for action from assessment 1 you will be designing and developing strategies for reducing the risk these hazards present to the organisation in creating a disaster.
Write a report, addressed to your partner organisation, clearly describing a range of strategies targeting each of the top 5 prioritised disaster hazards. Provide a clear description of each strategy; explaining the strengths, weaknesses, opportunities and threats; and recommending the option you consider to be the best choice in terms of the organisation's capacity.
Length: 1500 words (10% under- 20% over is acceptable).
As with any report, you should use appropriate evidence to support your statements. There is no prescribed format for this task but your report should use relevant headings and subheadings to guide the reader. A Table of Contents and Executive Summary is not required.
Week 8 Friday (10 Sept 2021) 11:45 pm AEST
Week 10 Friday (24 Sept 2021)
Relevance (30%)
- works with appropriate organisation
- uses relevant information from credible and reputable sources to support ideas
- report is relevant to the context under investigation
- strategies proposed are realistic
- strengths and weaknesses of the strategies are evaluated
Validity (50%)
- evidence of collaboration with partner organisation
- depth and extent of discussion
- accuracy of risk assessment
- recommendations based on critical thought and analysis
- depth and range of research to support strategy development
- creativity and innovation in strategy design and development
- organisational capacity clearly considered when making recommendations
Organisation (10%)
- structure and flow of information
- ideas are logically developed and presented
- coherence and clarity of expression (spelling, grammar, syntax)
- all sources attributed
Presentation (10%)
- style and formatting
- typographical matters (types, font, headings, etc.)
- referencing is consistent and in accordance with Harvard style
- length
- Apply the Sendai Framework for Disaster Risk Reduction to disaster risks at a community level.
- Design appropriate disaster risk reduction strategies for a community.
- Facilitate collaborative and evidence-based decision making regarding disaster preparedness and hazard mitigation.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Self-management
- Ethical and Professional Responsibility
- Leadership
3 Presentation
Task Description
Present your findings from your negotiations with your partner organisation, with specific focus on the implementation of your strategies as identified by your organisational partner as requiring action.
Part A: Presentation (25%)
Work with your partner organisation to develop an implementation plan for the disaster risk reduction strategies the organisational partner has selected. Prepare a presentation of this plan for the class as part of a Zoom session. If you use PowerPoint slides, handouts or other presentation materials, a copy of these should be uploaded to Moodle at least 2 days prior to the presentation date, as part of your submission for this task.
Duration: 20-25 minutes
Part B: Participation (5%)
Every student is expected to attend presentations made by other students. Days and times will be negotiated to suit the majority of students.
Week 12 Monday (4 Oct 2021) 11:45 pm AEST
Days and times for presentations will be negotiated.
Following certification of grades.
Relevance (20%)
- works with appropriate organisation
- uses relevant information from credible and reputable sources to support arguments
- presentation is relevant to audience
- arguments used are realistic
- strengths and weaknesses of the plan are presented
Validity (40%)
- evidence of collaboration with partner organisation
- depth of discussion
- accuracy of information used
- recommendations based on critical thought and analysis
- depth and range of research to support implementation plan
- creativity and innovation in development of plan
- organisational capacity clearly considered in development of plan
Organisation (20%)
- structure and flow of information
- ideas are logically developed and presented
- coherence and clarity of verbal expression
- all sources appropriately attributed
Presentation (20%)
- personal appearance
- quality and standard of presentation materials
- quality of engagement with audience
- Apply the Sendai Framework for Disaster Risk Reduction to disaster risks at a community level.
- Advocate for investment in disaster risk reduction to enhance resilience.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Self-management
- Ethical and Professional Responsibility
- Leadership
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
