Bachelor of Social Science in Disaster Management and Resilience

Outcomes

• After the successful completion of this course, the learners are expected to- • Find, assess, and apply scholarly sources • Avoid plagiarism by highlighting and integrating basic quotes, paraphrases, and summarized concepts. • Create thesis statements that are clear and suitable. • Arrange and alter texts to fit the genre, purpose, and audience. • Pay attention to proper mechanics, use, language, and spelling. • Write text that is simple to understand for a general audience.

References

• Dr. Sadruiddin Ahmed, Learning English the Easy Way 2. Murphy, R, Intermediate English Grammar 3. Palmer, R. (2013). Write in style: a guide to good English. Routledge. 4. Swales, J. M., & Feak, C. B. (1994). Academic writing for graduate students (pp. 155-6). Ann Arbor: University of Michigan Press. 5. Sword, H. (2012). Stylish academic writing. In Stylish Academic Writing. Harvard University Press. 6. Thomason A. J. and A.V. Martinet, A Practical English Grammar

Outcomes

• Leaners will be able to demonstrate better English listening and speaking skills with special focus on standard English pronunciation, accent and intonation
• Learners will be more confident and competent in real life English conversation in formal and informal contexts
• Learners will be able to write CV, job applications and other primary business correspondence in English

References

• Hancock, M.(2003) English Pronunciation in Use .Cambridge. Cambridge University Press.
• Soars, J (2007). New Headway Pre-intermediate Third Edition: Students’ Book & Workbook Audio CD. Oxford university Press

Outcomes

• To achieve the broad objective, this course will incorporate some specific areas of studies. Accordingly, after the completion of the course, the students are expected to be able to: i. Identify Bangladesh both historical narratives (starting from the ancient to the present) and social systemic analyses. 2. Critically analyze the post independent political dynamics of Bangladesh. 3. Address Bangladesh as a social system from micro and macro perspectives. 4. Explain the geo-graphical and environmental features of Bangladesh. 5. Analyze the socio-cultural and socio-economic Studies of Bangladesh. 6. Narrate the government and political profiles of Bangladesh with special focus on good governance and democracy. 7. State economic conditions of Bangladesh connecting with development measures and policies. 8. Discuss the development trends of Bangladesh focusing agriculture, fisheries, RMG sector, foreign trade, PPT, NGOs intervention, MDGs and SDGs etc. 9. Critically analyze the relations of Bangladesh with the foreign countries.
• Students will gain a comprehensive understanding of language, learn about the evolution of the Bangla language, and simultaneously develop skills in writing, speaking, and listening in Bangla.

References

• Heitzman, J., & Worden, R. L. ,1989. Bangladesh: A Country Study. 2d ed. Washington, DC: Federal Research Division. In Library of Congress.

Outcomes

• At the end of the course, the students will be able to- o Assess the scope, objectives, and principle of disaster management. o Understand the concept of disaster management and disaster science. o Identify the hazard and classification. o Get the concept of Disaster Risk Reduction (DRR), vulnerability and capacity. o Understand the disaster management approaches (community-based, human security).

References

• 1. Comprehensive Disaster Management Program (CDMP). 2009. Disaster Dictionary. Dhaka, Bangladesh. 2.Coppola D.P. 2007. Introduction to International Disaster Management. Elsevier. UK. 3.Goel S.L. 2006. Encyclopedia of Disaster Management. Vol- I to III. Deep & Deep Publications. New Delhi. 4.Paul B.K. 2011. Environmental Hazards and Disasters: Contexts, Perspectives and Management. Wiley-Blackwell. US. 5.Pinkowski J. 2008. Disaster Management Handbook. CRC Press. US. 6.Smith K. &Petley D.N. 2009. Environmental Hazards: Assessing Risk and Reducing Disaster. Routledge. New York. 7.United Nations International Strategy for Disaster Reduction (UNISDR). 2004. Living with Risk: A Global Review of Disaster Reduction Initiatives. Geneva: United Nations. 8.Wisner B. 2004. At Risk: Natural Hazards, People’s Vulnerability and Disasters. Routledge. US

Outcomes

• On completion of this course students will:  be familiar with the structure of the Earth, including an understanding of the concepts of plate tectonics and its role as a control on the occurrence of various natural phenomena;  have an understanding of the geological evolution of Planet Earth through time  Describe the relationship between human activity (natural resource exploitation, waste production, etc.) and the natural environment (biotic and abiotic).

References

• 1. Swaroop, S., 2006.Physical Geography, Harsha Rastogi Proprietor, Delhi 2. Allaby, M., 2002. Basics of environmental science. Routledge

Outcomes

• Learning/ Course Outcome:
• Learning/ Course Outcome:

References

• ADB (1992) Disaster Mitigation in Asia and the Pacific. Manila, ADB.

Outcomes

• learn the basic concepts on disaster preparedness, mitigation and adaptation.
• understand different activities for the community preparedness for disaster.
• develop cognitive idea regarding preparedness planning, mitigation and adaptation
• understand how they apply their learning in current different disaster problems

References

• USAID Disaster Risk Reduction Training Course for Southern Africa., 2011. Introduction to Disaster Risk Reduction.
• Cuny, F., 1992. Introduction to Disaster Management. Prehospital and Disaster Medicine.
• Introduction to Disaster Preparedness., 2000. Disaster Preparedness training programme, IFRC.
• Copolla, D. P., 2015. Introduction to International Disaster Management. Butterworth-Heinemann.

Outcomes

• Define key concepts of response, recovery and rehabilitation
• Demonstrate skill in developing response and recovery planning
• Explain and critically examine different theories and models of emergency management
• Identify the gaps and opportunities of existing institutional arrangement for emergency management.

References

• Disaster Recovery
• Introduction to Emergency Management
• Disaster and Recovery Planning: A Guide for Facility Managers

Outcomes

• Upon completion this course, the students will:

References

• French Alphabet
• Les mois de l'annee
• Les jours de la semaine
• French subject pronouns

Outcomes

• The main outcome of the course for students is to reinforce experiential and contextual learning

References

• Urban Risk Assesment Guideline of Bangladesh

Outcomes

• A comprehensive viva voce is an oral examination evaluating a student's overall knowledge of their program, often conducted in final years or for thesis defense. It assesses understanding of key concepts, research, and technical skills through direct questioning by experts. Preparation involves rehearsing, studying examiner backgrounds, and knowing the thesis thoroughly.

References

• No reference found!

Outcomes

• By the end of the course the student will be able to: • describe the components of the climate system and understand how these interact with each other. • describe a basic understanding of the dynamics of the atmosphere and its interaction with the underlying ocean and land. • apply knowledge of the forces acting on the atmosphere to quantitatively interpret the atmospheric circulation. • explain modern approaches to weather and climate forecasting.

References

• Aguado, E. and Burt, James E., 2010, Understanding Weather and Climate, Prentice Hall, New York.
• C. Donald Ahrens, 1999, Meteorology Today: An Introduction to Weather, Climate, and the Environment, Cengage Learning, Inc, ISBN-9780534373795
• Allaby M. 2007. Encyclopedia of Weather and Climate. Vol I & II. Facts on File Inc. US.
• Barry R. G. and Chorley R.J. 1987. Atmosphere, Weather and Climate. Methuen. UK.
• Hidore J.J. and Oliver J.E. 2009. Climatology: An Atmospheric Science. 3rd Edition. Prentice Hall. US.
• Oliver J. E. 2005. Encyclopedia of World Climatology. Springer. Netherlands.
• Rohli R.V. and Vega A.J. 2007. Climatology. Jones and Bartlett Learning. Wall Street. US.

Outcomes

• • Define, using examples, the key concepts underlying: Natural Hazards, Natural Disasters, Vulnerability and Climate Change.
• • Discuss the critical elements in determining the socio-economic impact of disasters at the micro and macro levels.
• • Identify and explain the characteristics of institutions involved in disaster risk reduction and the response and policies for achieving disaster resilience.
• • Distinguish and economically justify the costs and benefits of adaptation vs mitigation strategies in climate change.

References

• Bridge J. S. 2003. Rivers and Floodplains: forms, processes and sedimentary record, Blackwell, UK.
• Caloiero, T. (2018). Hydrological hazard: Analysis and prevention. Geosciences, 8(11), 389.
• Davie, T. (2008). HYDROLOGY AS A SCIENCE. In Fundamentals of Hydrology (pp. 21-33). Routledge.
• Rougier, J., Hill, L. J., & Sparks, R. S. J. (2013). Risk and uncertainty assessment for natural hazards. Cambridge University Press.
• Hong, Y., Liu, L., Qiao, L., & Adhikari, P. (2014). Climate Change and Hydrological Hazards. In Handbook of Engineering Hydrology (pp. 69-86). CRC Press.

Outcomes

• Understand the concept of a frequency distribution for sample data, and be able to summarize the distribution by diagrams and statistics,
• Understand the principles of probability and the concept of probability distributions,
• Become familiar with binomial, Poisson, normal and log-normal probability distributions,

References

• 1. Landau, S. and B. S. Everitt (2004) A Handbook of Statistical Analyses using SPSS. Chapman & Hall/CRC: New York. ISBN: 1-58488-369-3 2. SPSS tutorials: www.spss-tutorials.com 3. Neil J. Salkind (2015). Excel Statistics: A quick Guide (third edition). Sage publications. ISBN: 9781544361932 4. Bowen, Chieh-Chen (2021). Straightforward Statistics with Excel. Sage publications

Outcomes

• The objective of the course is to provide students with a basic knowledge and understanding on urban development plan, urban management and governance and their interrelationship with various types of man-made and natural hazards as well as disastrous situations. It also aims to identify the risk factors in the built environment with their classification and the potential solutions for risk reduction.

References

• Bangladesh Housing and Building Research Institute. 1993. Bangladesh National Building Code. Chan A.P.C. & Cheung E. 2014. Public Private Partnership in International Construction. Taylor & Francis Group. US. Douglas J. and Ransom B. 2013. Understanding Building Failures. 4th Edition. Taylor and Francis. US. Johnston S.A., Nicholas S.S. and Parzeen J. 2013. The Guide to Greening Cities. 2ndEdition. Island Press. US. Punmia B.C., Jain A.K. &Jain A.K. 2005. Comprehensives Basic Civil Engineering. Laxmi Publications. India. Nabi, A. S. M. M. U. (n.d). Urban Planning Technique and Urban Management, Department of Urban and Regional Planning, BUET. Planning the Built Environment by Larz T. Anderson

Outcomes

• The student will be able to critically appraise data, information and opinion on matters pertaining to risk, hazard, emergency, crisis, and disaster management.
• The student will be familiar with all relevant theoretical understandings of emergency, crisis, and disaster management.
• Apart from this theoretical knowledge, the student will be able to conduct a research project, gather data, analyze, and report on that data in a clear and objective manner, such that peers and others can have faith in and understand the results.
• One of the major outcomes of this course is that the students will be able to apply their knowledge to real-life situations (urban and rural) with a view to making a positive contribution to emergency and crisis management.
• They will be able to map and use tools and techniques in emergency and crisis management and gain knowledge about the nature of emergency and crisis management teams, strategy, planning, operation, contingency, health and safety issues.

References

• Disaster Management (2004)
• Natural Hazards in the Urban Habitat (1997)
• Disaster Preparedness against accidents (2006)

Outcomes

• After the successful completion of this course –

References

• 1. Giddens, A (2001) Sociology (4th ed.), Oxford: Blackwell Publishers. 2. Tischler, H.L. (1996) Introduction to Sociology. New York: The Harcourt Press. 3. Schaefer, R.T. (2003) Sociology (10th ed.), New York: McGraw-Hill.

Outcomes

• Figure out the available natural resources and how to manage these resources
• Understand the sustainable development both in national and international perspectives
• Identify the challenges for sustainable development

References

• Elliott J. A., An Introduction to Sustainable Development (Fourth Edition).
• Pound B. et. al. (ed.), Managing Natural Resources for Sustainable Livelihoods, EarthScan.
• strategies. USAID.
• Sustainable Development and Disaster Risk Reduction. Uitto, Juha Ilari, Shaw, Rajib (Eds.)
• Soubbotina P. T., Beyond Economic Growth, An Introduction to Sustainable Development (Second Edition). The World Bank, Washinton, D.C.

Outcomes

• Upon completion of this course, the student will be able to: − Understand the role and basic principles of local and global regulatory framework in DM − Explain and critically examine different regulations on disaster management − Identify the challenges of existing regulatory frameworks and institutional arrangement for disaster management.

References

• 1. Asian Disaster Preparedness Center (ADPC). 2010. Urban Governance and Community Resilience Guides: Mainstreaming Disaster Risk Reduction. Manila. Philippines. 2. The Provention Consortium. 2007. Tools for Mainstreaming Disaster Risk Reduction: Guidance Notes for Development Organizations. Provention Consortium. Switzerland. Benson C. &Twigg J.

Outcomes

• • Define research; explain and apply research terms; describe the research process and the principle activities, skills and ethics associated with the research process. • Explain the relationship between theory and research. • Propose a research study and justify the theory as well as the methodological decisions, including sampling and measurement. • Understand the importance of research ethics and integrate research ethics into the research process. • Be able to assess and critique a published journal article that uses one of the primary research methods in the field.

References

• 1. Kumar, Ranjit (2011) Research Methodology A Step by Step Guide for Beginners [2nd Edition]. Australia: Pearson. ISBN: 978-81-317-0496- 7. 2. Kothari, C. R. and Garg, Gaurav (2014) Research Methodology Methods and Techniques [3rd Edition]. Mumbai: New Age Publishers. ISBN: 978-81-224-3623-5.

Outcomes

• • Understanding operational mechanism and procedure for the prediction, forecasting and response to warning
• • Examine the kinds of tools and products that are available or could be developed to integrate information into forms most useful for them to make decisions at various levels; and set-up appropriate contingency plan or options to guide members of their organization against various hazards of different timescales.
• • Develop tools for early warning audits, identify current gaps in existing early warning systems and put in place enhanced people-centered early warning system
• • Harmonization of early warning system and disaster mitigation for effective disaster risk reduction

References

• Natural Disaster Management (ed).
• Geological Hazards
• Earthquake Early Warning System
• Endowed Wisdom: Knowledge of Nature and Coping with Disaster in Bangladesh.

Outcomes

• At the end of the course, the students will be able to- • Understand the role of statistics in disaster risk assessment and management. • Apply descriptive and inferential statistical techniques to disaster-related data. • Analyze disaster trends and patterns using statistical tools. • Interpret statistical findings for decision-making in disaster preparedness, response, and mitigation.

References

• This course is internal course, therefore, no reference is applicable.

Outcomes

• Demand and supply
• Elasticity
• Costs of Production
• Markets

References

• Economics-Gregory N. Mankiw (3rd edition to latest)
• Economics- Michael Parkin (6th edition to latest)
• Economics- Paul A. Samuelson and Nordhaus ( 15th edition to latest)

Outcomes

• Understand the concept of a frequency distribution for sample data, and be able to summarize the distribution by diagrams and statistics
• Understand the principles of probability and the concept of probability distributions
• Become familiar with binomial, Poisson, normal and log-normal probability distributions
• Understand linear combinations of random variables and the Central Limit Theorem
• Understand the concepts of confidence intervals and hypothesis tests
• Make statistical comparisons of means (paired and unpaired samples), proportions and variances
• Understand the concepts of ANOVA and be familiar with one-way, two-way, and two-way with interaction ANOVA
• Understand correlation and regression, and be able to make predictions and understand their limitations
• Understand the concept of sample preparation error within a geostatistical sampling context, competent in statistical research and evaluation design

References

• Landau, S. and B. S. Everitt (2004) A Handbook of Statistical Analyses using SPSS. Chapman & Hall/CRC: New York. ISBN: 1-58488-369-3
• Neil J. Salkind (2015). Excel Statistics: A quick Guide (third edition). Sage publications. ISBN: 9781544361932
• Bowen, Chieh-Chen (2021). Straightforward Statistics with Excel. Sage publications

Outcomes

• Integrated Knowledge: It tests the ability to connect various subjects studied rather than recalling isolated facts. Defense of Research: For PhD/Masters by research, it focuses on defending the thesis, literature review, methodology, and findings. Duration & Panel: Vivas typically last between 1 to 4 hours, overseen by a panel of internal and external examiners. Skill Assessment: Evaluates higher-order learning domains, including communication skills, attitude, spontaneity, and critical thinking.

References

• Integrated Knowledge: It tests the ability to connect various subjects studied rather than recalling isolated facts. Defense of Research: For PhD/Masters by research, it focuses on defending the thesis, literature review, methodology, and findings. Duration & Panel: Vivas typically last between 1 to 4 hours, overseen by a panel of internal and external examiners. Skill Assessment: Evaluates higher-order learning domains, including communication skills, attitude, spontaneity, and critical thinking.

Outcomes

• After completing this course, the students will be able to-  Understand basic terms and concepts associated with the physical and chemical properties of fire and dynamics.  Comprehend fundamental theories of fire behavior and combustion.  Categorize the components of fire  Perceive the different types of heat production and heat transfer process  Identify common flammable liquids and general properties of gases. Discuss the characteristics of flame, combustion and smoke.  Assess fire hazards and analyze the risk and vulnerability.  Describe and apply the process of burning.  Compare and contrast different methods and techniques of fire extinguishment.  Apply fire protection system and management in the real life situation.

References

• Suggested Books

Outcomes

• To be able to collect data for assessment of damage and loss.
• To be able to fill out D-form.
• To be able to develop questionnaire.
• To be able to utilize different data collection techniques.

References

• Assessing Damage After Disasters

Outcomes

• To comprehend the concept, types and mediums of communication.
• To understand risk communication, strategy and plans at different phases of disaster.
• To identify the significance of media at different disaster management phases.
• To incorporate numerous techniques and platforms to disseminate disaster/risk/crisis information to the concerned within specified time.

References

• Disaster Communications in a Changing Media World (2nd & 3rd Edition)
• Communicating for Development
• Communication, Education and Empowerment

Outcomes

• • Define, using examples, the key concepts underlying: Natural Hazards, Natural Disasters, Vulnerability and Climate Change.
• • Discuss the critical elements in determining the socio-economic impact of disasters at the micro and macro levels.
• • Identify and explain the characteristics of institutions involved in disaster risk reduction and the response and policies for achieving disaster resilience.
• • Distinguish and economically justify the costs and benefits of adaptation vs mitigation strategies in climate change.

References

• This course is internal course, therefore, no reference is applicable.

Outcomes

• • A broad and robust understanding of computer. • Elaborative knowledge about computer application. • Identify major steps in the historical development of computers and information systems • A more specific list of skills and topics emphasized which has been developed by departmental consensus and is used to shape the Course Content. • Python or R as a programming language for data science/analysis. • Identify, describe and use communications and networking terminology and technology to include Internet operations and its uses. • The use of Computer and information technology used and available, and needed in disaster management.

References

• An Introduction to the Programming Language R for Beginners
• Beginning R 4

Outcomes

• Most of the semester will focus on the fundamentals of qualitative social science and applied research. Student will learn how to identify problems to study, develop hypotheses and research questions, specify independent and dependent variables, check for the validity and reliability of studies and design research projects. Student will be exposed to the broad range of designs used in communication research from laboratory and field experiments, surveys, content analysis, focus groups and in-depth interviewing. Specifically, at the end of this course, student should be able to: • Define research; explain and apply qualitative research terms; describe the qualitative research process and the principle activities, skills and ethics associated with the research process. • Describe and compare the major qualitative research methods in disaster management research. • Propose a research study and justify the theory as well as the methodological decisions, including sampling and measurement. • Understand the importance of research ethics and integrate research ethics into the qualitative research process. • Be able to assess and critique a published journal article that uses one of the primary research methods in the field.

References

• Arora, H. (2011). Research Methodology: a step-by-step guide for beginners. Abhigyan, 29(3), 62-64.
• Dixon, J. C., Singleton, R., & Straits, B. C. (2016). The process of social research. Oxford University Press, USA.

Outcomes

• At the completion of the course, successful students will be able to: • Appreciate the complexity of contemporary processes of forced migration, from a range of different perspectives; • Critically analyze key principles (legal, political and ethical) related to refugees and forced migration; • Critically analyze, from an inter-disciplinary perspective, the behaviour of different actors involved in the creation and resolution of displacement crises; • Engage in contemporary debates on forced migration and humanitarian responses from an inter-disciplinary perspective, drawing on insights from historical experiences and current cases; and • Think critically and creatively about policies related to refugees and forced migration, identifying their positive and problematic aspects and the intentions underlying them.

References

• Thomas B.,1972, Migration and Urban Development. Methuen and Co. Ltd. UK.
• Unruh J. D., Krol M. &Kliot N. (Ed.) .,2004, Environmental Change and its Implications for Population Migration, Series: Advances in Global Change Research. Vol. 20. Springer. US.
• Bricker, D. and Ibbitson, J., 2019. Empty planet: the shock of global population decline. Hachette UK.
• Price, S., 2019. Looking back on development and disaster‐related displacement and resettlement, anticipating climate‐related displacement in the Asia Pacific region. Asia Pacific Viewpoint, 60(2), pp.191-204.

Outcomes

• Upon completion of this course, the student will be able to: • Define GIS • Use GIS to identify, explore, understand, and solve spatial problems • Demonstrate GIS modelling skills • Demonstrate critical thinking skills in solving geospatial problems. • Design and implement a GIS project • Demonstrate competency with the ArcMap software to enhance and interpret data Use queries in GIS Analysis Formulate applications of GIS technology.

References

• This course is internal course, therefore, no reference is applicable.

Outcomes

• After completing this course the students will learn about-  The basics of Floodplain and Watershed Management  Learn to identify the resources of floodplain and watershed considering Bangladesh and Global environments effectively  Dynamics of land use in the floodplain and watershed areas and their impacts both in short term and long term  Global sceneries of floodplain and watershed in the 21st century  Settings of floodplain and watershed in Bangladesh  Risk assessment techniques for floodplain and watershed with effective tools and methods  Watershed management approaches that are practiced globally and nationally towards sorting out the best practices  Approaches for flood damage reduction  Flood scenario of Bangladesh: possibilities and constraints

References

• 1. Abbas, B. M. 2000. The Ganges Water Dispute. 2. Bangladesh Flood Policy Study 3. Brammer, H. 2004. Can Bangladesh be protected from flood? UPL, Bangladesh. 4. Bridge, J.S. 2003. Rivers and floodplains; forms, process, and sedimentary record. Blackwell, UK. 5. Check, T.V. 2009. Principles of Water Resources: History, development, management policy, John Wiley and Sons Inc. 6. Grafto, R.Q. and Hussey, K. 2011. Water Resources Planning and Management, Cambridge, UK. 7. IUCN. 2005. Awareness Raising in Sustainable Floodplain Resource Management. IUCN-The World Conservation Union, Bangladesh. 8. Louchks, D.P. and Beek, E.V. 2005. Water Resources Systems Planning and Management: an introduction to Methods, Models and Applications. UNESCO. 9. Ohisson, L. 1995. Hydropolitics 10. Schumm, S.A. 1977. Fluvial Systems. John Wiley and Sons, New York. 11. Thronbury, W.D. 2004. Principles of Geomorphology.

Outcomes

• • learn the basic concepts of DRR • understand the international agenda on DRR • understand existing science and technology for DRR • develop a deep understanding of DRR approaches through several case studies

References

• 1. Twigg, J., 2015. Disaster Risk Reduction. Overseas Development Institute.
• 2. Islam, A. ed., 2013. Disaster risk reduction approaches in Bangladesh. New York, NY: Springer.
• 3. USAID Disaster Risk Reduction Training Course for Southern Africa., 2011. Introduction to Disaster Risk Reduction.

Outcomes

• After completion of the course the students are expected to have a detailed knowledge on agriculture which may include, different factor of agriculture, cropping pattern, cropping intensity and rotation, irrigation techniques, crop calendar and crop diversification. The challenges to attain food security and the significance of sustainable agriculture in the present global context will be two more focuses of the course. Initiatives taken by the farmers and agricultural researchers to combat climate change and disasters in different regions of the world will also discussed with appropriate case studies, which will provide the students an opportunity to develop ideas about future adaptive measures and mitigation techniques.

References

• Resilient Livelihoods: Disaster Risk Reduction for Food and Nutrition Security 2013th Edition by FAO and UN
• Climate Change and Food Security: Evidence from Bangladesh by Syed Afroz Keramat, Tanvir Ahmed, Rezwanul Haque
• The impact of disasters on agriculture and food security by FAO

Outcomes

• After the completion of this course, students will be able to:
• Understand the Basic concepts of pollution and monitoring of environmental quality using abiotic & biotic components
• Apply the sampling and measurement of pollutants
• Measure water quality analysis, measurement of soil contamination & microbial contamination & interpretation of data relating to environmental health.

References

• Manahan S.E. 2000. Fundamentals of Environmental Chemistry, CRC Press
• Pepper I.L. Gerba C.P. and Brusseau M.L. 2006. Environmental and Pollution Science, Academic Press, 2nd ed.
• Wells E. 2009. Lab Manual for Environmental Science, Cengage Learning.
• APHA. 1980. Standard Methods for the Examination of Water and Wastewater, American Public Health Association, 15th ed.
• Brady N.C. 2007. The Nature and Properties of Soil, Thirteenth edition, Prentice-Hall India.
• Gilbert M., 2007. An Introduction to Environmental Engineering and Science, Pearson Education.

Outcomes

• To verify research, test knowledge breadth, and enable students to defend their academic work.

References

• No reference found!

Outcomes

• Understand project management design, development, and deployment
• Use project management tools, techniques, and skills
• Employ strategies to address the ubiquitous issue of resistance to change

References

• Chada S., 1989. Managing Projects in Bangladesh. Dhaka: University Press Limited.
• Duncan, W.R., 1996. A guide to the project management body of knowledge. (Fifth edition)
• EC, 2002. Project Cycle Management Handbook. European Commission, EuropeAid Cooperation Office.

Outcomes

• This course introduces the hardware and software components of a Geographic Information Systems and reviews GIS applications. Topics include data structures and basic functions, methods of data capture and sources of data, and the nature and characteristics of spatial data and objects. Upon completion, students should be able to identify GIS hardware components, typical operations, products/applications, and differences between database models and between raster and vector systems.

References

• Bolstad, P. (2016). GIS fundamentals: A first text on geographic information systems. Eider (PressMinnesota).
• Cutts, A., & Grasen, A. (2018). Learn QGIS: Your step-by-step guide to the fundamental of QGIS 3.4..

Outcomes

• Apply the principles and concepts of community-based approaches to disaster risk management
• Identify the major issues and concerns of the community-at-risk
• Apply tools and techniques of Disaster Risk Assessment

References

• Ahmed, K.I. (2001) Participatory Action Research on Building-for-Safety Options for Low-Income Rural Housing in Flood-Prone Areas. Research report. Dhaka, BUET and UK, University of Exeter.
• Ara, S. (1998) “Participatory Monitoring and Evaluation of Flood-Proofing Pilot Project, CARE-Bangladesh”. PLA Notes, Issue 31. London, IIED.
• Dixit, A. (1999) “Community-Based Initiatives in Earthquake Risk Management Process in Nepal” in NSET-2, The Kathmandu Valley Earthquake Risk Management Action Plan. Kathmandu, NSET.

Outcomes

• Principles of Remote Sensing: Concept and Definition; History of RS; Principles of Electromagnetic Radiation; Characteristics of Remotely Sensed Data; resolutions in RS; new developments and trends in earth observation.
• Types of Remote sensing and their data sources: types of remote sensing based on platform (in-situ, air-borne and space borne), orbits (LEO, MEO, GEO), and sensors (passive & active), data sources: USGS, Copernicus-hub, GEDI, etc
• Passive and Active Remote Sensing Systems and Sensors: multispectral and hyperspectral Remote Sensing; Active Microwave (RADAR) Remote Sensing, Synthetic Aperture Radar, RADAR Environmental Considerations, LiDAR. Sensors: Landsat, Sentinels, GEDI, SPOT etc.

References

• 1. Jensen, J. R. (2015) Introductory Digital Image Processing: A Remote Sensing Perspective. Pearson Education: lenview, USA. ISBN: 978-0-134-05816-0 2. Richards, John A. and Xiuping Jia (2006) Remote Sensing Digital Image Analysis: An Introduction [4th Edition]. Berlin Heidelberg Springer: New York. ISBN: 978-3-540- 25128-6 3. Petiteville, I., S. Ward, G. Dyke, M. Steventon and J. Harry (2015) Satellite Earth Observations in Support of Disaster Risk Reduction [Special 2015 WCDRR Edition]. European Space Agency: Earth Observation Graphic Bureau.

Outcomes

• Defining the system, ICS Origin, Terminology: Organizational positions, Resource elements, Facilities, Integrated communications, Comprehensive resource management.
• Management Concepts and System Characteristics: Effective Span-of-Control, "Modular" Organization, Concepts-Agency Autonomy, Management by Objectives (MBO), Unit Integrity, Functional Clarity,ICS Design Criteria.
• Overview of the system: Command, Operations, Planning, Logistics, Finance.

References

• 1. Aurt, Erik and der heide (1989) Disaster Response: Principles of Preparation and Coordination 2. Pinkowski, Jack (2008) Disaster Management Hand Book. CRC Press: Taylor & Francis Group, Number-13: 978-1-4200-5862-8. 3. Wallace, William A. and Balogh, Frank De (1985) “Decision Support Systems for Disaster Management” Public Administration Review, Vol. 45, Special Issue: Emergency Management: A Challenge for Public Administration (Jan., 1985), pp. 134-146Published by: Blackwell Publishing on behalf of the American Society for Public Administration, Stable URL: http://www.jstor.org/stable/3135008.

Outcomes

• • Upon successful completion of the course, the students will be able to: • Understand the relationship among development, gender, intersectionality and disaster • Coping mechanism and adaptation techniques of gender in the face of catastrophe • Identify and understand the reason of different experience of men, women, transgender and other categories due to disasters • Have a basic idea of gender inequality and ways to minimize them • Develop an insight regarding the importance of mainstreaming gender and intersectionality

References

• 1. Enarson, E.P., Dhar Chakrabarti, P.G. (Eds.), 2009. Women, gender and disaster: global issues and initiatives. Sage, Los Angeles. 2. March, C., Smyth, I., Mukhopadhyay, M., 1999a. A Guide to Gender-Analysis Frameworks. Oxfam Publishing, Oxford, United Kingdom. https://doi.org/10.3362/9780855987602 3. Masson, V.L., Norton, A., Wilkinson, E., n.d. GENDER AND RESILIENCE 76.

Outcomes

• • To understand the purpose, scope and opportunities for mainstreaming in disaster management • To identify the need for mainstreaming disaster risk reduction • To critically recognize DRR mainstreaming in to development planning processes

References

• 1. The Provention Consortium. 2007. Tools for Mainstreaming Disaster Risk Reduction: Guidance Notes for Development Organizations. Provention Consortium. Switzerland. Benson C. & Twigg J. 2. Asian Disaster Preparedness Center (ADPC). 2010. Urban Governance and Community Resilience Guides: Mainstreaming Disaster Risk Reduction. Manila. Philippines. 3. The Provention Consortium. 2009. Mainstreaming Disaster Risk Reduction into Development: Challenges and Experience in the Philippines. Switzerland. Benson C

Outcomes

• • Comprehend the fundamental principles of public health and epidemiology. • Understand key epidemiological concepts such as disease surveillance, risk factors, and study designs. • Analyze public health challenges and propose evidence-based solutions. • Assess the impact of disasters on public health and evaluate response strategies.

References

• Oxford Textbook of Public Health by Roger Detels, Robert Beaglehole, Mary Ann Lansang; Oxford University Press, 2009
• Essentials of Epidemiology in Public Health by Ann Aschengrau, George R. Seage; Jones & Bartlett Learning, 2003
• Epidemiology: An Introductionby Kenneth J. Rothman; Oxford University Press, USA

Outcomes

• Demonstrate an understanding of broader disaster discourses
• Understand good Governance and Logistics
• Connect theory to the real world

References

• Title Action Action 1 Sahay, B.S., Gupta, S. and Menon, V.C. eds., 2016. Managing humanitarian logistics. London: Springer.
• Wisner, B., Blaikie, P., Cannon, T. and Davis, I. 2004. At Risk: Natural Hazards, People’s Vulnerability and Disasters, 2nd edition, Routledge, London.
• Adger, WN. 2006. ‘Vulnerability’, Global Environmental Change, 16: 268-81.
• Arens, J. and Beurden, J van. 1977. Jhagrapur: Poor Peasants and Women in a Village in Bangladesh. Orient Longman.
• Bankoff, G. 2003. Cultures of Disaster: Society and Natural Hazard in the Philippines. London: Routledge-Curzon.
• Zebrowski, E. Jr. 1997. Perils of a Restless Planet: Scientific Perspectives on Natural Disasters, Cambridge University Press, UK.
• Watts, M. 1983. Silent Violence: Food, Famine and Peasantry in Northern Nigeria. University of California Press.
• Sen, A. 1981. Poverty and Famines: An Essay on Entitlement and Deprivation, Oxford: Clarendon Press.

Outcomes

• Overview of health issues in disaster.
• Mental health perspective of disaster.
• Mental health issues in terms of disability, age, gender etc.
• Causes of increased violence, crime and abuse during and after disaster.
• ASD and PTSD: overview, risk factor, symptom etc.
• Different psychological intervention measures for mental disorder related to disaster.
• Legal and ethical issues and Bangladesh perspective of psychological intervention.

References

• Crisis intervention: Theory and methodology. (Rev. ed.)
• A practical guide to crisis intervention.
• Crisis and Trauma: Developmental-ecological intervention.
• Crisis and Trauma: Developmental-ecological intervention.
• Psychotraumatology: Key papers and core concepts in post-traumatic stress.
• Effective treatments for PTSD.
• Psychotraumatology: Key papers and core concepts in post-traumatic stress.
• Early intervention for trauma and traumatic loss

Outcomes

• Student will be able to appreciate the significance of hydrological processes, importance in human life and challenges produced by human activities
• They can source routine hydrological information and water management challenges, and summarise key processes governing the water balance across scales from field plots to the whole of catchment
• Interpret and integrate hydrological data, explain various hydrological processes, and carry out laboratory experiments dealing with key hydrological processes
• Understand the climate and weather drivers of the water balance, how hydrological processes vary among climates (arid to wet tropical) and through time, as regional and global climates undergo change, and how fresh water globally poses challenges for security of water and food supply
• Able to apply this knowledge to provide practical solution for water resources (catchment, flood etc) management, suggest solutions for hydrology problems (pollution, contamination, salinity etc) allocation, and water quality and contamination issues in agricultural, urban and mining impacted landscapes

References

• The course is designed for the students of BSS (Hons) program in DHSM to provide them an introductory idea of the real world
• Focus will be given to develop the understanding on the key processes in the hydrologic cycle and different factors driving a change in these processes
• This course will also help broaden the understanding of how the real world hydrological processes are connected
• I will also clarify the understanding of the principles of integrated water resources management and its significance for future sustainability
• Students will also learn various techniques of water quality measurements and their practical application in resolving water related challenges in the real world

Outcomes

• Effective project objectives are characterized by their clarity, achievability, and alignment with stakeholder expectations. They are typically written using the SMART criteria, meaning they are specific, measurable, achievable, relevant, and time-bound.

References

• Research project objectives are specific, actionable statements that break down a research aim into smaller, achievable steps, often using the SMART framework (Specific, Measurable, Achievable, Relevant, Time-bound). They clarify what the study will accomplish, guiding data collection, analysis, and conclusions.

Outcomes

• Integrated Knowledge: It tests the ability to connect various subjects studied rather than recalling isolated facts. Defense of Research: For PhD/Masters by research, it focuses on defending the thesis, literature review, methodology, and findings. Duration & Panel: Vivas typically last between 1 to 4 hours, overseen by a panel of internal and external examiners. Skill Assessment: Evaluates higher-order learning domains, including communication skills, attitude, spontaneity, and critical thinking.

References

• Integrated Knowledge: It tests the ability to connect various subjects studied rather than recalling isolated facts. Defense of Research: For PhD/Masters by research, it focuses on defending the thesis, literature review, methodology, and findings. Duration & Panel: Vivas typically last between 1 to 4 hours, overseen by a panel of internal and external examiners. Skill Assessment: Evaluates higher-order learning domains, including communication skills, attitude, spontaneity, and critical thinking.