Unit convenor and teaching staff |
Unit convenor and teaching staff
Lecturer
Vincent Hurley
Dept of Security Studies & Criminology. Level 2. South Wing. Australian Hearing Hub.
By appointment
Lecturer
Dr Layla Branicki
Dept of Security Studies & Criminology. Level 2. South Wing. Australian Hearing Hub.
By appointment
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
PICT111 or PICT110
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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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
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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 | Hurdle | Due |
---|---|---|---|
The Hampden Bridge | 20% | No | 11.55pm Sunday 19th August |
Project Report | 30% | No | 11.55pm Sunday 16th September |
Essay | 50% | No | 11.55pm Sunday 4th November |
Due: 11.55pm Sunday 19th August
Weighting: 20%
This assessment task has 2 parts and is a hypothetical exercise.
Part 1
Use the Risk Management Matrix to help you to assess the risk posed to The Hampden Bridge (at Kangaroo Valley, NSW) from 1 or 2 types of emergencies/disasters. You can focus on any type of human induced emergency/disaster, AND/OR any type of environmentally induced emergency/disaster. However, you are NOT to use a terrorist attack as an example of a human induced emergency/ disaster. An example Risk Management Matrix, and some basic information about The Hampden Bridge an be found on ILearn.
To answer this part, Part 1, do so under the heading somewhere in your essay, "Risk Management Matrix Determination".
Part 2
Draw upon the academic literature to evaluate the following:
How was completing the Risk Management Matrix helpful in evaluating the risk faced by the Hampden Bridge?
What are the limitations of using a Risk Management Matrix?
This part of the assignment is to be written in essay style.
Due: 11.55pm Sunday 16th September
Weighting: 30%
Dear All.
You are to produce an individual project report which directly addresses the following 2 part task:
Part A
Apply selected concepts, models and frameworks introduced during the Unit to assess the 2 key risks faced by a ‘real-world’ business, organisation or government of your choice.
Advice: You can choose any ’real-world' business, organisation or government and you can focus on any type of risk covered in the Unit. For example, you might focus on how a technology company – such as Google- might face risks related to infrastructure failure or cyber-attack, or how an airline - such as Qantas - might face risks from volcanic eruptions or severe weather events. If you are unsure what risks to look at, take a look at some of the Unit readings to get an idea, and talk to your tutor.
Part B
Suggest how your selected entity could better deal with your 2 identified risks. Your report MUST include the following 3 sub-sections:
1. Introduction (200 words) Briefly justify why you have chosen your 'real-world' business, organisation or government. Please draw on relevant practice literature (e.g. company websites, reports or Press coverage). You are not required to include references to academic readings in your introduction.
2. Risk Identification (500 words) Drawing upon academic literature and practice literature explain how you have identified the 2 key risks that face your selected ‘real-world' business/company, organisation or government?
3. Recommendations (500 words) Drawing upon academic literature make 2 key recommendations as to how you would better deal with the keys risks identified.
Guidance: - Assignment to be written in report style (as specified above). 1200 word limit (not including reference list or appendices). If you go more than 10% over or under the word limit you will receive mark deductions.
Appendices are only to include supplementary material; anything vital to your answer should appear in the main body of the essay.
Your assignments must be fully and consistently referenced with the exception of the introduction where you need not reference why you have chosen your example. Note that your essay will be submitted to ‘Turnitin’ (i.e. anti-plagiarism software).
Due: 11.55pm Sunday 4th November
Weighting: 50%
Dear Emergency Managers!
This assessment tasks ask you to pick 1 (one) topic of your choice from;
Q1: What roles do federal and state government play in critical national infrastructure protection? Critically evaluate using appropriate concepts, models and frameworks from the unit and real-world examples to support your argument.
Q2: Can high-reliability organisations ever be error free? Critically evaluate using appropriate concepts, models and frameworks from the unit and real-world examples to support your argument.
Q3: How do partnerships between the public and private sector contribute to national resilience? Critically evaluate using appropriate concepts, models and frameworks from the unit and real-world examples to support your argument.
Q4: Why do emergency management plans fail? Critically evaluate using appropriate concepts, models and frameworks from the unit and real-world examples to support your argument.
Guidance:
- Assignment to be written in essay style.
- 1500 word limit (not including reference list or appendices).
- If you go more than 10% over or under the word limit you will receive mark deductions.
- Appendices are only to include supplementary material; anything vital to your answer should appear in the main body of the essay.
- Your assignments must be fully and consistently referenced. Note that your essay will be submitted to ͚Turnitin͛ (i.e. anti-plagiarism software).
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 |
Lecture |
Lecturer |
Case |
Tutorial |
1 |
Introduction to the Unit |
VH |
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Nil |
2 |
State & National Coordination for Emergency Management Response |
VH |
Who does what? |
State & Federal Government EM Arrangements |
3 |
Legislative Responsibilities of Combat Agencies in Crisis Response |
VH |
Who’s in charge at a bushfire? |
Case discussion |
4 |
What is Critical National Infrastructure? What is Risk Assessment? |
VH |
Various |
Case discussion |
5 |
Disaster Preparation
|
VH |
Africa's response to the Ebola outbreak 2013 & 2018 |
Case discussion |
6 |
What do Emergency Managers do? |
LB |
UK Tourism & Leisure |
Case discussion |
7 |
What is Resilience? What is a High Reliability Organization? |
LB |
Cheap-Fly |
Case discussion |
8 |
Public-Private Partnerships & Emergency Management |
LB |
Wal-Mart & Hurricane Katrina |
Case discussion |
9 |
Why does Emergency Management & Response Fail? |
LB |
The Deep Horizon Oil Platform Disaster |
Case discussion |
10 |
Technology & Emergency Management |
LB |
Twitter & Australian 2010-11 Floods |
Case discussion |
11 |
Emergency Management in Practice |
VH |
NSW Police |
Guest Presenter |
12 |
Emergency Management in Practice |
VH |
NSW Rural Fire Service |
Guest Presenter |
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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:
Date | Description |
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26/06/2018 | Incorrect due date for assignment 3. The original due date was 21st Oct. It has now been amended to the correct date of 3rd November. Sorry about that! |