Acil Durum ve Afet Yönetimi | |||||
Associate | TR-NQF-HE: Level 5 | QF-EHEA: Short Cycle | EQF-LLL: Level 5 |
Course Code: | AAY214 | ||||||||
Course Name: | Scenario Preparation Techniques and identify needs | ||||||||
Course Semester: | Spring | ||||||||
Course Credits: |
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Language of instruction: | TR | ||||||||
Course Requisites: | |||||||||
Does the Course Require Work Experience?: | No | ||||||||
Type of course: | Compulsory | ||||||||
Course Level: |
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Mode of Delivery: | Face to face | ||||||||
Course Coordinator : | Öğr.Gör. EYÜP TÜRKER | ||||||||
Course Lecturer(s): |
Öğr.Gör. SEVTAP EZER AY |
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Course Assistants: |
Course Objectives: | To gain the importance of preparing scenarios in disasters Having information about the disaster scenario. |
Course Content: | Preparing scenarios, The aim and aim of the scenario, Techniques for creating correct scenarios, Community exercise and exercise program, Table-head exercise, Functional exercise, Practice in real scale, Needs determination, Needs determination, Leader team tasks, Emergency response priorities, actions taken by the institution after detection, Emergency report. |
The students who have succeeded in this course;
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Week | Subject | Related Preparation |
1) | Presentation of lesson to the students Discussing the content of the course A look at the course content. | |
2) | • Scenario Preparation Techniques and Needs Assessments • The importance of Scenario Preparation Techniques and Needs Assessment | PRESENTATION, EXPRESSION |
3) | • Definitions • The objective of Turkey Disaster Response Plan, the importance and necessity Course Presentations | PRESENTATION, EXPRESSION |
4) | • Targets • Principles of Planning | PRESENTATION, EXPRESSION |
5) | • Plan types and integration | PRESENTATION |
6) | • Service groups | PRESENTATION |
7) | • Plan preparation process | PRESENTATION |
8) | Evaluation of students | |
9) | • Plan preparation process | CASE REPORT |
10) | • Intervention Organization | CASE REPORT |
11) | • National level coordination units | PRESENTATION |
12) | Responsibilities and responsibilities of .Ana and support solution partners | PRESENTATION |
13) | Main solution partners | PRESENTATION |
14) | support solution partners | presentation |
15) | • Other tasks and scenario preparation | PRESENTATION |
16) | FINAL EXAM |
Course Notes / Textbooks: | Eğitmenin ders notları |
References: | 1. Türkiye Afet Müdahale Planı Classroom expectations for students Attendance Policy |
Learning Outcomes | 1 |
2 |
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Program Outcomes | |||||
1) Having theoretical and practical knowledge at the basic level supported by textbooks, application tools and other resources with up-to-date information in the field based on the competences gained at secondary level. | |||||
2) - Gaining the ability to use the same level of theoretical and practical knowledge at the same level in an advanced level of education or in the same field. - To be able to interpret and evaluate data, to identify and analyze data, to develop evidence-based solution proposals using basic knowledge and skills acquired in the field. | |||||
3) - To be able to communicate the thoughts at the level of basic knowledge and skills that are in possession of the field through written and oral communication. - Share ideas and suggestions for solutions to issues related to the field with experts and non-experts. - Using a foreign language at least in the European Language Portfolio A2 General Level to monitor information in the field and communicate with colleagues. - To be able to use information and communication technologies with the computer software at least at the European Computer Use License Basic Level required by the field. | |||||
4) - To be able to evaluate basic knowledge and skills in the field with a critical approach, to be able to identify and meet learning needs. - be able to lead their study to an advanced level of education or to a profession at the same level. - Learning to survive is not a conscious winner. | |||||
5) - To have social, scientific, cultural and ethical values in the stages of collection, application and announcement of data about the field. - Universality of social rights, social justice, quality and cultural values and environmental protection, occupational health and safety issues. | |||||
6) - Be able to carry out a basic level of work independently of the field. - Take responsibility as a team member to solve complex and unforeseen problems encountered in field related applications. - Carrying out activities for the development of employees under the responsibility of a project. |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | Having theoretical and practical knowledge at the basic level supported by textbooks, application tools and other resources with up-to-date information in the field based on the competences gained at secondary level. | |
2) | - Gaining the ability to use the same level of theoretical and practical knowledge at the same level in an advanced level of education or in the same field. - To be able to interpret and evaluate data, to identify and analyze data, to develop evidence-based solution proposals using basic knowledge and skills acquired in the field. | |
3) | - To be able to communicate the thoughts at the level of basic knowledge and skills that are in possession of the field through written and oral communication. - Share ideas and suggestions for solutions to issues related to the field with experts and non-experts. - Using a foreign language at least in the European Language Portfolio A2 General Level to monitor information in the field and communicate with colleagues. - To be able to use information and communication technologies with the computer software at least at the European Computer Use License Basic Level required by the field. | |
4) | - To be able to evaluate basic knowledge and skills in the field with a critical approach, to be able to identify and meet learning needs. - be able to lead their study to an advanced level of education or to a profession at the same level. - Learning to survive is not a conscious winner. | |
5) | - To have social, scientific, cultural and ethical values in the stages of collection, application and announcement of data about the field. - Universality of social rights, social justice, quality and cultural values and environmental protection, occupational health and safety issues. | |
6) | - Be able to carry out a basic level of work independently of the field. - Take responsibility as a team member to solve complex and unforeseen problems encountered in field related applications. - Carrying out activities for the development of employees under the responsibility of a project. |
Field Study | |
Individual study and homework | |
Group study and homework | |
Homework | |
Case Study |
Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing) | |
Oral Examination | |
Application | |
Observation |
Semester Requirements | Number of Activities | Level of Contribution |
Midterms | 1 | % 40 |
Final | 1 | % 60 |
total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 40 | |
PERCENTAGE OF FINAL WORK | % 60 | |
total | % 100 |
Activities | Number of Activities | Workload |
Course Hours | 14 | 28 |
Application | 14 | 28 |
Study Hours Out of Class | 14 | 28 |
Project | 14 | 14 |
Final | 14 | 14 |
Total Workload | 112 |