Unit convenor and teaching staff |
Unit convenor and teaching staff
Lecturer
Vincent Hurley
Dept of Security Studies & Criminology (DSS) Building Y3A.
By appointment
Tutor
Sylvia Jastkowiak
Dept of Security Studies & Criminology Building Y3A.
By appointment
Michael Cohen
|
---|---|
Credit points |
Credit points
3
|
Prerequisites |
Prerequisites
PICT111
|
Corequisites |
Corequisites
|
Co-badged status |
Co-badged status
|
Unit description |
Unit description
This unit explores the concept of national resilience. It identifies the role of government in preparing for, managing and recovering from a broad range of crises.
The unit begins with an overview of risk reduction strategies and introduces the concept of contingency planning. It then examines the various kinds of crisis response capabilities that government develop, including interagency and state-federal coordination procedures, interoperability of equipment and ADF domestic counterterrorism capabilities.
The unit then discusses emergency coordination and management in a variety of contexts, including natural disasters, a large-scale mass transit accident, a nuclear, chemical or biological incident, a viral epidemic, a terrorist attack and critical infrastructure failure. Finally, the unit examines planning for national resilience capacity, the ability to recover from unexpected and debilitating crises.
These potent threats to national security are outside the threat-centric concept of homeland security and require a more risk-based approach to planning and preparation. This unit complements PICT210, which covers the operational aspects of homeland security, and PICT211, which focuses on government and private sector national security strategy and policy
|
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Name | Weighting | Due |
---|---|---|
Critical Infrastructure | 20% | 14th August 2016 |
Identifying vulnerabilities | 40% | 18th September 2016 |
Evaluation of your assignments | 20% | 9th October 2016 |
Class participation | 20% | 4th November 2016 |
Due: 14th August 2016
Weighting: 20%
This assessment task ask you to research what a risk assessment is and how it might be applied to a piece of critical infrastructure, in this case the Snowy Hydro Electrical Station. What risks you identify and what risk rating you allocate is dependent upon your analysis. Watch the 'Introductory' lecture in echo for more advice on this assessment item.
Due: 18th September 2016
Weighting: 40%
This assessment task gives you a choice to focus on a hypothetical flood or bushfire, The assignment ask you explore the issues of local infrastructure and economic loss to the community arising from either crisis. Watch the 'Introductory' lecture in echo for more advice on this assessment item.
Due: 9th October 2016
Weighting: 20%
This is task asks you to reflect upon your previous two assessment feedback and evaluate what you have learnt. What did you do well in and what did you learn that you did not previously know. Again, ilearn will have specific information in it on how to go about this task.
Due: 4th November 2016
Weighting: 20%
This assessment is premised on two elements. The first is your attendance to tutorials and the second, your involvement in tutorial discussions. A mark will be awarded to each student depending on, to what degree they attend and participate in class.
UNIT REQUIREMENTS AND EXPECTATIONS
REQUIRED READINGS
There is no prescribed text for this unit. The citations for all the required readings for this unit are available to students through this unit iLearn site and at Macquarie University's library site. Electronic copies of required readings are attached as pdf files and may be accessed through the library also All required reading are attached as pdf files in the relevant week. However, you are expected to read beyond the attached readings using your own initiative. Additionally, useful websites have been included in ilearn to assist you with this. You are expected to read beyond the attached readings using your own initiative.
SUBMITTING ASSESSMENT TASKS
LATE SUBMISSION OF ASSESSMENT TASKS
WORD LIMITS FOR ASSESSMENT TASKS
TECHNOLOGY REQUIRED
Computer and internet access are essential for this unit. Basic computer skills and skills in word processing are also a requirement. This unit has an online presence. Login is via: https://ilearn.mq.edu.au/. Students are required to have regular access to a computer and the internet. Mobile devices alone are not sufficient.
REASSESSMENT OF ASSIGNMENTS DURING THE SEMESTER
Macquarie University operates a Grade Appeal Policy in cases where students feel their work was graded inappropriately
Week |
Topic |
1 |
Introduction |
2 |
State & National Coordination for Emergency Management Response |
3 |
What is critical infrastructure, risk assessment, crisis co-ordination & planning assessment? |
4 |
Bush fires & the emergency management response |
5 |
Crisis response to the 2011 Japan, Fukushima Nuclear Accident |
6 |
Terrorism & Major Sporting Events. Emergency management response to the 1972 Munich Olympics. |
7 |
Crisis response to the 2012 Christchurch Earthquake, New Zealand. |
8 |
The impact of climate change on the future of emergency management response. |
9 |
Who is in charge of crisis response? Role and responsibilities of combat agencies. |
10 |
2009 Melbourne heatwave & critical Infrastructure implications. |
11 |
Epidemics & pandemics. Response to Ebola outbreak in 2013. |
12 |
Conclusion |
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
New Assessment Policy in effect from Session 2 2016 http://mq.edu.au/policy/docs/assessment/policy_2016.html. For more information visit http://students.mq.edu.au/events/2016/07/19/new_assessment_policy_in_place_from_session_2/
Assessment Policy prior to Session 2 2016 http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy prior to Session 2 2016 http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Complaint Management Procedure for Students and Members of the Public http://www.mq.edu.au/policy/docs/complaint_management/procedure.html
Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.
This graduate capability is supported by:
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by:
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
This graduate capability is supported by:
We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.
This graduate capability is supported by: