Under the Semester System, the four-year B.S. Honors (integrated) Degree in Disaster Science and Management (DSM) at the University of Dhaka is a program comprised of eight semesters. Duration of the BS honors program is four years, six months for each semester.
Students are required to attend the entire courses equivalent to 160 credit hours in Disaster Science and Management (DSM) Honors program. Out of total courses, theory courses involve 160 credit hours; practical, field and project work involve 36 credit hours, and viva vocé 8 credit hours.
There are both practical and theoretical courses in our curriculum. In all odd semester (1st semester, 3rd semester, 5th semester and 4th semester), students have to face a viva examination. In all even semester (2nd semester, 4th semester and 6th semester) student is taken to field study to acquire practical knowledge on the Disaster-related issues. In 8th semester (final), instead of field study student conduct an individual research project under the supervision of academic of the Department. The Department also allow an external supervisor if necessary. Sixty-four courses are divided into six modules: basic disaster management science; tools and techniques, Hazard understanding, analysis and assessment; vulnerability assessment and risk management, crisis response and preparedness; policy, planning and legal aspect. Through these six modules, we cover all part of the disaster in our bachelor degree. Excellent lab facilities are available for our student in our Department. Currently, around 30-35 students enrolled in undergraduate level in our Department.
Admission Details:
Unit: Entrance Exam will be undertaken Under the Admission Process of A Unit.
Academic Entry Requirements:
SSC & HSC: According to Dhaka University Entry Requirement
Specific Requirement:
|
Grade in HSC/ Equivalent Exam |
Required Obtained Marks in Admission Test |
|
Physics A, Mathematics A & Chemistry B |
Mathematics 10, Physics 9 & Chemistry 9 |
Final Degree Eligibility: For BS Honors degree a student need to complete 160 credit hours without F grade in any course, have to secure minimum CGPA 2.5, have to complete the program within six consecutive academic years including the year of first admission into the program.
63 courses · 160 credit hours across 8 terms
| Code | Course title | Credits | |
|---|---|---|---|
| DSMHT 101 | Introduction to Disaster Science and Management | 2 | Disasters are no longer considered isolated events but are considered as complex phenomena which have multidisciplinary dimensions. Over the years, the frequency and intensity of disasters have increased multifold. With the growing population, more and more infrastructures are being developed; creating more elements at risk and, sometimes, creating new risks as well. Hence, this subject has been developed to study disaster science and management through a comprehensive and holistic approach. This course offers the concept and framework of modern disaster management, its key components and terminologies, the knowledge of which will be essential for the advanced courses. |
| DSMHT 102 | Fundamentals of Earth Sciences | 3 | To understand the risks of natural disasters, it is essential to understand the earth materials and the processes governing the planet. The earth and its components can act as a source of hazards as well as the elements at risk. The course comprises of the earth system, fundamentals of different earth realted disciplines, e.g. geology, geography, stratigraphy, pedology etc. |
| DSMHT 103 | Introduction to Environment and Ecosystem | 2 | Knowledge of environment and ecosystem is important to understand the surrounding nature. Mechanism of environment and ecosystem will help to study disaster science scientifically. Studying Environment and Ecosystem involves sustainable development: Renewable energy sources, Soil conservation, high-efficiency irrigation, organic agriculture, Pollution reduction, Habitat and species protection, Recycling, Fighting global climate change. |
| DSMHT 104 | Basic Calculus for Disaster Sciences | 2 | This course is intending to develop basic concept and skill on differential and integral calculus and its application for solving technical problems particularly in disaster sciences. |
| DSMHL 105 | Basic Cartography and Mapping Techniques | 2 | Cartography is the arts, science and technology of map making. It is an important tool. In the field of disaster risk reduction map can aid in different way in all phases of disaster management. This course is designed to teach students about theoretical background of cartography. Student will also learn how to prepare, read, and use maps. |
| DSMHL 106 | Earth Materials Lab. | 2 | The course offers specimen study minerals, rocks, and soils which are the building blocks of the crust. The study of these materials not only play a vital role in interpreting the geological history of the Earth but also empowers the student to identify these in nature which can be used to assess further environmental issues, potential hazard scenarios. The course builds on the course DSMHT-105 titled “Introduction to the Earth Sciences”. |
| DSMHV 107 | Viva vocé | 2 | Viva vocé (“living voice”), by tradition, is an oral examination that is carried out not as a substitute, but to complement the written exam. The course is designed to ensure the development of the student’s ability to apply, analyze, evaluate and create using the acquired knowledge along with the ability to remember and understand. This course is unique in a sense that it does not have a scheduled class time but the all the courses up to 3rd semester and before constitutes the syllabus. Also, this course is designed to ensure a comprehensive understanding of the subject as a whole with clear a conceptual framework which can help the students explain, evaluate and create the correlations among the individual courses. |
| Code | Course title | Credits | |
|---|---|---|---|
| DSMHT 108 | Basics of Climatology and Meteorology | 3 | Basics of Climatology and Meteorology is an introductory course for learning various physical process that determine climate and weather. In this course, students will learn the basic concept of atmospheric sciences, learn to classify world into different climatic region. Introduction to different climatic extremes and Bangladesh perspectives of climate and weather will also include in this course. |
| DSMHT 109 | Applied Geomorphology and Tectonics | 3 | Earth materials and the processes interact among themselves to configure the shape of the earth’s surface. However, this system is dynamic and the changes often lead to catastrophes or disasters. Different agents drive different processes and, result in diverse configurations and various associated deposits. Each geomorphic feature is associated with different hazards. Also, earths crust can be subdivided into plates which are in motion and, hence, either colliding or moving away from each other. This motion also causes disasters like earthquake, tsunami, volcanism, landslide etc. |
| DSMHT 110 | Introduction to Hydrology and Water Resources | 2 | Hydrological hazards constitute a large portion of the disasters and often result in massive damage and loss. To better understand the hazards, it is essential to understand different components of the water cycle and the processes the drive them. The course focuses on the fundamentals of surface and subsurface hydrology including terminologies, process, chemistry and anthropogenic influences. The course also incorporates the water resources of Bangladesh and the importance of Integrated Water Resource Management to reduce disaster risk. |
| DSMHT 111 | Society and Disasters | 2 | Globally, disasters are on the increase, impacting communities and nations with grave social and economic consequences and threatening the survival, dignity and livelihoods of the vulnerable sections of their populations. Shifting socio-economic situations, unplanned urbanization, environmental degradation, climate variability and change, geological hazards, competition for scarce natural resources, and the threat of epidemics are factors that compound the impact of disasters. This course adopts an interdisciplinary perspective appropriate to analyze these complex issues. This course addresses all stages of disaster management in a comprehensive and holistic manner from the societal perspectives. In the first half of the course students will examine different theories and frameworks for understanding the link between society and disasters. This will provide a critical platform for the second part of the course, where students will focus on different thematic areas of disasters governance and society, using case study disasters from Bangladesh and all around the world. |
| DSMHT 112 | Basic Statistics and Probability for Disaster Sciences | 2 | This course provides an elementary introduction to probability and statistics with applications. Topics include: descriptive statistics, random variables, correlation and regression, probability distributions, Bayesian inference, hypothesis testing. |
| DSMHT 113 | Applied Linear Algebra | 2 | This course studies will provide the knowledge of linear domain, nature of liner problem, different method of solving linear problems. |
| DSMHL 114 | Geodetic Surveying & Mapping | 2 | Nowadays mapping and surveying are one of the important lab techniques to reconnaissance field condition to design a project. This course introduces surveying methods and techniques required to apply theoretical knowledge acquired in DSMHT 102, 109 (Theory) courses. |
| DSMHF 115 | Field Works and Reporting Mapping | 2 | Fieldwork provides an 'unparalleled opportunity' to study the real world. It reinforces classroom-based learning; and triggers all three domains of the educational learning. The fieldwork allows a higher order of cognitive learning, directly develops the psychomotor learning and inspires affective learning. Field studies require integration of content knowledge, observation and interpretation, analysis, experiment and theory and all their representations. All lines of evidence need to come together to form a coherent, internally consistent interpretation. Practices that are emphasized in the field instruction such as question-asking, observation, representation, and communication are important to the formative training of the students. This course mainly comprises of field activities complimented by theory classes. The fieldwork is carried out in a hilly terrain, usually Jaintiapur-Tamabil, Sylhet for 3-5 days where the student grasp the concept of field study and use their knowledge to conduct the fieldwork, interpret the data, determine the regional structures, mapping, depositional sedimentary environment, stratigraphy, social surveying, identification of hazard and environmental problems. |
| Code | Course title | Credits | |
|---|---|---|---|
| DSMHT 201 | Applied Differential Equation | 2 | In the sciences and engineering, mathematical models are developed to aid in the understanding of physical phenomena. These models often yield an equation that contains some derivatives of an unknown function. Such an equation is called a differential equation. Therefore, to understand and to investigate problems involving the motion of fluids, the flow of current in electric circuits, the dissipation of heat in solid objects, the propagation and detection of seismic waves, or the increase or decrease of populations, among many others, it is necessary to know something about differential equations. That’s why, from the early days of the calculus the subject of differential equations has been an area of great theoretical research and practical applications, and it continues to be so in our day. |
| DSMHT 202 | Geological and Hydro-meteorological Hazards | 2 | Among the different types of disaster, the geological and hydrometeorological hazards are the most commonly occurring as well as most devastating in terms of damage and loss. Climate change has further deteriorated the situation causing an increase in the amplitude for the hazards. The course has been designed to better understand the basic characteristics of these hazards; frequency, magnitude and intensity variability, types, spatial and temporal distribution, impacts etc. After the completion of the course, the student will be able to identify; characterize and analyze these hazards. The assessment of hazard is an essential component for risk assessment, and consequent sustainable disaster risk reduction measures. Hence, the course addresses different aspects of the earthquake, landslide, subsidence, flood, tsunami, erosion etc. Due to the geographic location, tectonic settings the above-mentioned hazards pose serious threat; this course briefly incorporates the present status of these hazards in different parts of Bangladesh. |
| DSMHT 203 | Climatic Hazards and Climate Change | 2 | In the course “Basics of Climatology and Meteorology” students get the basic ideas about atmospheric processes that determine weather and climate. In this course student will use their knowledge from “Basics of Climatology and Meteorology” to learn the causes, description, distribution of different climatic/hazards elaborately. Student will also learn climate change: causes, evidences, impact, response as well as global political issues regarding climate change. |
| DSMHT 204 | Chemical, Industrial and Technological Hazards | 2 | Human induce hazards are growing in recent industrialized and urban settlement especially in Bangladesh. This course mainly deals with hazards in industry due to natural and human activity. |
| DSMHT 205 | Biological Hazards and Public Health | 2 | This course encompasses biological hazards, epidemic and pandemics. Identification, personal protective equipment, symptoms of exposure and abatement of these biological hazards are covered in great detail in this course. This course is intended to familiarize students with a wide range of biological hazards that may be encountered in community- and work environments, including commercial, nonindustrial, industrial and health care settings. Also this course is designed to provide an overview of public health and the disaster management covering topics such as the legal basis and history of public health, public health structure, communications and interactions, and epidemiology. Emphasis will be placed on the role of the public health core functions, its role in policy development, infectious disease, environmental issues, emergency preparedness, global issues, and public health research. |
| DSMHT 206 | Introduction to Computer Sciences and Programming | 2 | In this course the student will gain a broad understanding of modern computer programming. The student will acquire introductory skills in problem analysis, solution design, and program construction. Through practical programming activities, the student will gain an appreciation of the nature and history of computer programming. |
| DSMHL 207 | Hazard Analysis Lab | 2 | The disasters have increased multifold over the years. For a sustainable solution and carrying out risk management and crisis management activities, Understanding and accurately analyzing hazard is essential. The scientific approach to studying and analyzing hazards can lead to better understanding of the phenomenon and, it provides a framework for suitable actions and decisions for the policymakers. |
| DSMHL 208 | Environmental Pollution Lab | 2 | Pollution measurement with the lab techniques is very important for environmental impact assessment (EIA) to implement any project. This course introduces various methods and measurement techniques required to apply theoretical knowledge acquired in DSMHT 103 (Theory) courses. This course aims to study pollution in the Bangladesh and its neighboring nations in general. |
| DSMHV 209 | Viva vocé | 2 |
Please click here to explore details in the Curriculum (PDF) |
| Code | Course title | Credits | |
|---|---|---|---|
| DSMHT 211 | Fundamentals of Built Environment | 4 | This course highlights the overall concept of the built environment and impacts of natural and man-made disasters on it. The contents of the course includes prevailing rules and regulations to build a resilient built environment. The course will explore the role of the construction industry in post disaster reconstruction and making the built environment more resilient by applying the concept of build back better. |
| DSMHT 212 | Numerical Analysis and Sampling Techniques | 3 | This course will introduce the statistical aspects associated with the design and analysis of sample surveys, and the principles and methods to design survey sampling schemes. Basic theory underpinning survey inference will be introduced, focusing on methodology for survey-based estimation for population totals and related quantities for some standard sample designs. The course will develop numerical methods aided by technology to solve algebraic, transcendental, and differential equations, and to calculate derivatives and integrals. The course will also develop an understanding of the elements of error analysis for numerical methods and certain proofs. The course will further develop problem solving skills. |
| DSMHT 213 | Principles of Remote Sensing | 2 | Remote Sensing has become the ideal method for both rapid and detailed investigations. The technique allows the ability to investigate from a distance; conveniently eliminating the time required for mobilization, especially during post disaster damage and need assessment. Also, the technique allows better understanding of phenomena at a regional scale that can be difficult on field. Remote sensing can also provide reconnaissance survey for detailed field study afterwards saving time and resource. |
| DSMHT 214 | Geographic Information System and Database Management | 3 | This course is for introducing the students with the state-of-the-art technology and tools called Geographic Information Systems (GIS) for spatial planning. GIS is a system for geospatial data capturing, editing, manipulating, storing, analyzing and presentation. Now a days GIS is playing a big role in the field of Disaster Risk Reduction by answering the five questions – 1. Location what is at..? 2. Situation/Condition where does it exist? 3. Trends what has changed since...? 4. Patterns what spatial patterns exist? 5. Modeling What if...? |
| DSMHL 215 | Remote Sensing Lab. | 2 | The disasters have increased multifold over the years. For a sustainable solution and carrying out risk management and crisis management activities, Understanding and accurately analyzing risk is essential. Remote sensing has become the preferred technique for both rapid and detailed assessments. It is efficient in terms of time and resource with an appreciable accuracy. |
| DSMHL 216 | GIS Lab. | 2 | Geographical Information System (GIS) is very important to understand the spatial distribution. This course includes tools and techniques required to apply theoretical knowledge acquired in DSMHT 214 (Theory) course. |
| DSMHT 210 | Seismology & Geodesy | 3 | Earthquake is the most frequently occurring and most devastating hazard till date. Seismology deals with the scientific approach towards the study of earthquakes; the propagating elastic waves and their characteristics. Coupled with geodesy, seismology helps us better understand the earthquakes, their characteristics and possible associated hazards. |
| DSMHF 217 | Field Works and Reporting | 2 | Fieldwork provides an 'unparalleled opportunity' to study the real world. It reinforces classroom-based learning; and triggers all three domains of the educational learning. The fieldwork allows a higher order of cognitive learning, directly develops the psychomotor learning and inspires affective learning. Field studies require integration of content knowledge, observation and interpretation, analysis, experiment and theory and all their representations. All lines of evidence need to come together to form a coherent, internally consistent interpretation. Practices that are emphasized in the field instruction such as question-asking, observation, representation, and communication are important to the formative training of the students. This course mainly comprises of field activities complimented by theory classes. The fieldwork is carried out in one of the hazard prone areas of Bangladesh, usually in Gaibandha district, a flood prone as well as riverbank erosion prone area of Bangladesh. The field incorporates the initial characterization of hazards from the remotely sensed historical data to identify and analyze hotspots; assess the overall the hazard scenario, vulnerability and exposure using remotely sensed historical data, field observation, measurements, social surveying and geographical information systems in order to finally analyze the risk for the specific hazard. |
| Code | Course title | Credits | |
|---|---|---|---|
| DSMHT 301 | Mitigation, Prevention and Preparedness | 4 | This course is for introducing student with the concept of disaster mitigation, prevention and preparedness aspects for building a resilient community. This includes hazard specific mitigation, preparedness measures; structural and non-structural mitigation options. |
| DSMHT 302 | Vulnerability and Risk Assessment | 3 | Vulnerability is the degree of loss to a given element at risk (or set of elements) resulting from a given hazard at a given severity level. The distinction between this definition and that of risk is important to note. Risk combines the expected losses from all levels of hazard severity, taking account also of their occurrence probability. The ‘intangible’ aspects of vulnerability will often be as important as the quantifiable aspects. The vulnerability and risk assessment is considered the one of the most important, if not THE most important core of disaster management framework. Disaster management has seen a shift in paradigm from being crisis management focused to risk management focused. Risk assessment portion of the risk management framework consists of Risk analysis and Risk evaluation. Risk analysis generally contains the following steps: hazard identification, hazard assessment, elements at risk/exposure analysis, vulnerability assessment and risk estimation. The course has been preceded by hazard assessments and will be succeeded by sector wise Risk treatment/control to identify hazard-type wise risk reduction measures for conceptualization of the sustainable risk management framework. |
| DSMHT 303 | Geophysical Application: Principal and Practices | 2 | Geophysical tools are becoming increasingly popular to better understand the subsurface scenario. The information is essential to understand the behavior of natural hazards through the subsurface; occurrence of hazardous event within the subsurface; and the subsurface characteristics so that human infrastructures can be built accordingly without generating newer and higher risk. |
| DSMHT 304 | Geotechnical Application: Principal and Practices | 2 | This Course will provide different theory and available tools in this area to deal with hazards related with earth- natural foundations for buildings, bridges, dams, reservoirs, power plants, pipelines, highways, canals, sewers, tunnels, mine adits etc. |
| DSMHT 305 | Urban and Regional Planning: Risk Mitigation Concept | 4 | This course will introduce the basic concept of urban and regional planning issues to the student in context of disaster risk mitigation. Students will also learn current issues of urban and regional planning and development. |
| DSMHL 306 | Disaster Statistics Lab | 2 | In this course the student will apply their theoretical knowledge gained from DSMHT-112 and DSMHT-212 courses through computer software and programming language to gets hands on training. |
| DSMHL 307 | Risk Sensitive Land use Planning Lab. | 2 | Due to population growth and development land use planning is becoming a very important issues nowadays. It is important of assess risk of land before initiation of any development work otherwise development will increase risk of disaster. In this course student will learn to know how risk factors are instigated with land use planning and how we can use it to achieve resilience. |
| DSMHV 308 | Viva vocé | 2 | Viva vocé (“living voice”), by tradition, is an oral examination that is carried out not as a substitute, but to complement the written exam. The course is designed to ensure the development of the student’s ability to apply, analyze, evaluate and create using the acquired knowledge along with the ability to remember and understand. This course is unique in a sense that it does not have a scheduled class time but the all the courses up to 3rd semester and before constitutes the syllabus. Also, this course is designed to ensure a comprehensive understanding of the subject as a whole with clear a conceptual framework which can help the students explain, evaluate and create the correlations among the individual courses. |
| Code | Course title | Credits | |
|---|---|---|---|
| DSMHT 310 | Seismic Risk Reduction Approach | 3 | Earthquake accounts for the highest damage and loss caused by disasters. It is essential that the policy and the infrastructures developed considering earthquake risks. Earthquake itself cannot be controlled but there are different approaches to reduce the associated risks. This course builds on the courses titled “Seismology and Geodesy” and “Vulnerability and Risk Assessment”. |
| DSMHT 311 | Hydro-meteorological Risk Reduction Approach | 3 | Hydro-meteorological hazards are the two most frequent and impact communities and nations all around the world with grave social and economic consequences and threatening the survival, dignity and livelihoods of the vulnerable sections of their population. The course incorporates risk assessment and discusses possible structural and non-structural risk reduction measures for different hydro-meteorological hazards, i.e. flood, riverbank erosion, tsunami, landslides, groundwater contamination etc. |
| DSMHT 312 | Population, Migration and Shelter Management | 2 | This course will introduce population issues, concepts, theories and methods by encompassing the entire field of demography, including principle and practice. It offers an overview of various aspects of demographic growth and transition relating to changes in health and mortality, fertility, migration, age structure, urbanization, family and household structure. This course also examines the relations between population and development and their potential consequences from a sociological, economic and geographical perspective. Moreover, this course will provide an overview of the different perspectives of migration and refugee numbers and trends, causes of population movements, the impact of international migration, and promotes the formulation of innovative and practical responses to population movements and shelter management issues of migrants and refugees. Other topics include global variation in population size and growth, various demographic perspectives and their modern implications, environmental impacts, and population policy. |
| DSMHT 313 | Community based Risk Assessment and Planning: Theory and Practices | 3 | Bottom-up approach of planning in case of disaster management is considered as better option for building community resilient. Accordingly, assessment of the risk by the community and devising risk reduction initiatives by themselves gives better results. Considering the scenario, this course is designed to make the students understand and apply the concept of risk assessment by the community itself. |
| DSMHT 314 | Inequalities and Disaster | 2 | This course is designed to critically examine the relationship between social inequality and disaster vulnerability. Special emphasis will be placed on social theories of disaster vulnerability, research examining the experiences of socially marginalized populations during disasters, and strategies for reducing disaster vulnerability among marginalized populations. |
| DSMHL 315 | Risk Reduction Lab | 3 | There has been a paradigm shift in disaster management approach from being crisis management oriented towards risk management focused. This course comprises of risk reduction approaches developing the generic and scenario based risk modeling of the major natural hazards as well as for major man-made hazards. With the completion of the course, the students will be able to make an application-oriented vulnerability and risk assessment and develop a hazard specific as well as multi-hazard risk reduction/mitigation plans. |
| DSMHT 309 | Disaster and Development: Economic Concept | 3 | Disasters and development are linked closely in that disasters can both destroy development initiatives and create development opportunities, and that development schemes can both increase and decrease vulnerability. This course views responsibility in reducing disaster occurrence as a shared undertaking that goes far beyond improved disaster or emergency response. It gives explicit priority to assessing and building on household and community capabilities in at-risk communities, so that our vulnerability reduction efforts are sustainable. The course takes a developmental approach to the sustainable reduction of disaster risk, in both the individual country disaster management frameworks, as well as with respect to the priorities of the basic concepts of Economics. |
| DSMHF 316 | Field Works and Reporting | 2 | Fieldwork provides an 'unparalleled opportunity' to study the real world. It reinforces classroom-based learning; and triggers all three domains of the educational learning. The fieldwork allows a higher order of cognitive learning, directly develops the psychomotor learning and inspires affective learning. Field studies require integration of content knowledge, observation and interpretation, analysis, experiment and theory and all their representations. All lines of evidence need to come together to form a coherent, internally consistent interpretation. Practices that are emphasized in the field instruction such as question-asking, observation, representation, and communication are important to the formative training of the students. This course mainly comprises of field activities complimented by theory classes. The fieldwork is carried out in one of the hazard prone areas of Bangladesh, preferably in a coastal district that face salinity, drinking water scarcity as well as being exposed to strong storm surges caused by cyclones. The field incorporates the extensive characterization of hazards from the remotely sensed historical data to identify and analyze hazard hotspots. The field strongly emphasizes on in-depth vulnerability and exposure analysis and, consequent risk assessment through different social surveying tools complemented by field observation for multi hazard scenario. The course helps the students identify possible risk reduction measures and evaluate them. |
| Code | Course title | Credits | |
|---|---|---|---|
| DSMHT 401 | Response, Recovery and Rehabilitation | 4 | Disaster Management is a twofold approach - Risk Management and Crisis Management. The crisis management includes response, recovery and rehabilitation activities. So this course is basically deals with crisis management and discusses the framework, approaches and best practices of crisis management (response, recovery and rehabilitation) |
| DSMHT 402 | Disaster Management: Institutions and Instruments | 2 | Demographic changes, human settlement patterns, land-use decisions, and political and social policy dynamics have increased vulnerability to natural and man-made disasters. Planning and policy processes and interventions can help reduce disaster vulnerabilities and increase resilience at every stage of the disaster management cycle: disaster mitigation, preparation, response, and recovery. |
| DSMHT 403 | Climatic Risk Modeling and Adaptation | 3 | This course is designed to introduce different models used in Atmospheric science and climate change study to the students. Adaptation to climate change is also discussed in this course as well. |
| DSMHT 404 | Research Methodology and Knowledge Management | 4 | The goal of Research Methodology is to learn how research is being done, and to put that knowledge into practice. The primary objective of this course is to reacquaint students with a variety of research traditions and related methodological and epistemological issues. First, the course will look at what it means to do research, the role of power in research relationships, and challenges posed by quantitative and qualitative data as well as critical research practices and mixed methods approaches. Second, the course aims to offer students an opportunity to address current methodological issues as they pertain to their own research interests thereby providing each with the potential to knowledgeably justify and explain her or his chosen methodology and method. |
| DSMHT 405 | Prediction and Early Warning | 4 | The risk management includes preparedness which leads to warn people for any impeding disaster to mitigate damage and losses. So prediction and early warning is vital in the disaster management cycle. This course actually covers all the aspects to establish a people-centered robust early warning system to reach the community/household at the last mile. The course also clearly demarcate between community managed and community based Early Warning System (EWS). |
| DSMHL 406 | Geo-informatics and MIS in Disaster Management: Theory &Practices | 3 | Geographic Information System (GIS) is a cross-cutting tools for planning by incorporating various other technologies and information from different fields/sectors. Disaster Management, in fact, needs sectoral data for its mitigation, early warning, response, recovery and damage & loss assessment. This is an intermediate level course design for both classroom learning as well as lab exercises. This includes some latest technologies/platform in Remote Sensing and GIS field like Web GIS, LiDAR, RADAR, UAV, 3-D Analysis, Network Analysis etc. Apart from those, the students from this course can receive hands-on experiences on how to estimate Damage and Loss, Rapid Response Mapping, Risk Mapping etc. |
| DSMHV 407 | Viva vocé | 2 | Viva vocé (“living voice”), by tradition, is an oral examination that is carried out not as a substitute, but to complement the written exam. The course is designed to ensure the development of the student’s ability to apply, analyze, evaluate and create using the acquired knowledge along with the ability to remember and understand. This course is unique in a sense that it does not have a scheduled class time but the all the courses up to 3rd semester and before constitutes the syllabus. Also, this course is designed to ensure a comprehensive understanding of the subject as a whole with clear a conceptual framework which can help the students explain, evaluate and create the correlations among the individual courses. |
| Code | Course title | Credits | |
|---|---|---|---|
| DSMHT 408 | Damage, Loss and Need Assessment | 3 | Post disaster Damage and Loss Assessment (DaLA) plays a vital role in crisis management phase of disaster management cycle. The DaLA method of ECLAC (UN Economic Commission for Latin America and the Caribbean) is to assess damage – disaster effects on assets and losses – disaster effects on economic flows. DaLA is needed to quantify the financial needs for economic recovery and reconstruction and to define government priorities for intervention in different geographical areas, sectors and population groups based on estimated gaps in production, growth and development. |
| DSMHT 409 | Main-streaming Disaster Management: National and International Practices | 3 | Visual aids like Multimedia will be used to present lectures. All the materials will be provided in soft copies or hard copies. Soft copies will be provided through common group email account. Teaching methods will be: lectures, group discussion, exercises, case studies, assignments, presentations and field work. Question and answer sessions, and report writing will be used to increase participation. Students are expected to be enthusiastically involved in the classroom activities. In addition, problem solving and on-line discussions will be highly appreciated. |
| DSMHT 410 | Emergency and Crisis Planning | 2 | Emergency Management is complex but important. Planning is done based on various context - Emergency Management Context, Public Policy Context and Jurisdictional Context. Again Emergency management differs from Emergency operation. Emergency and crisis planning deals with preparedness, recovery and emergency communications etc. This course covers planning aspects of emergency for effective emergency operations. |
| DSMHT 411 | Disaster in Agriculture and Food Security | 3 | Smallholder farmers in Bangladesh are heavily rely on their local environments and natural resources i.e. land, water and energy for agricultural production and livelihoods. Thus, these vital resources provide the backbone of many rural livelihoods and their stability is key to securing the wellbeing of their entire communities. This course will equip with knowledge on protecting people’s agriculture based livelihoods from shocks and strengthening their capacity to absorb the impact of, and recover from, disruptive climatic events. This is a necessary ingredient for sustainable food and nutrition security. This course is also in line with the UN led sustainable development goal. The present course aims to fill the current knowledge gap on the nature and magnitude of impacts of disasters triggered by natural and human induced hazards on the agriculture sector and its subsectors (crops, livestock fisheries and forestry) in Bangladesh and other developing countries.The course will take an innovative approach to design well-informed risk reduction strategies and mitigation measures within the agriculture sector; several challenges also will be addressed to improve the information systems on the impact of farm production. |
| DSMHT 412 | Project Planning, Monitoring and Evaluation | 3 | This course aims at equipping the students with some applied knowledge of project management. All the disaster risk mitigation and reconstruction works demand formulation of projects and their regular monitoring and evaluation. The course focuses on project life cycle approach to development, provides the tools for good project planning, monitoring and evaluation. The environmental and social safeguard policy and compliance issues included in the course, provides the tools for mitigating conflicts with the affected communities and for better outcome. |
| DSMHT 413 | Bangladesh Studies and Disaster Management Approach | 2 | Bangladesh is one of the world’s most vulnerable countries to natural hazards and disasters. Its geographical location makes it subject to annual monsoon floods and cyclones, but there are also a number of other risks the country has to cope with. As it is considered to be the country most affected by climate change, the risk is increasing for major hydro meteorological disasters to occur. Widespread poverty and an extremely high population density add to the country’s vulnerability to disasters. The course will orient students about the paradigm of response/relief-oriented to comprehensive approach and risk reduction culture of disaster management in Bangladesh. The course proposes to expand evaluations and lessons learning of disaster management approaches of Bangladesh |
| DSMHL 414 | Damage and Need Assessment Lab. | 2 | Post disaster Damage and Loss Assessment (DaLA) plays a vital role in crisis management phase of disaster management cycle. The DaLA method of ECLAC (UN Economic Commission for Latin America and the Caribbean) is to assess damage – disaster effects on assets and losses – disaster effects on economic flows. DaLA is needed to quantify the financial needs for economic recovery and reconstruction and to define government priorities for intervention in different geographical areas, sectors and population groups based on estimated gaps in production, growth and development. |
| DSMHP 415 | Research Project | 6 | In order to develop skilled personnel in problem identification, work-methodologies, scientific interpretation, producing a standard report; individual student shall carry out a supervised study independently on a specified topic (i.e., a Project assigned to them by the Academic Committee of the department). On completion of the Project, each student shall defend and submit written Project Report on the work undertaken. Upon the decision of Academic Committee project may also be completed by group work as well with field visit. Students may also carry out non-paid internship if academic committee could make liaison with organization/NGO/Agency or Industry. |