Disaster Risk Management of Cultural Heritage in Urban Areas
A Training Guide
This guide contains a systematic sequence of modules that have been arranged based on the integrated disaster risk management cycle. Each module responds to a specific stage in the disaster risk management planning process and has been further subdivided into sections. Since the disaster risk management planning process is a continuous cycle, the links between each module have been emphasised.
The Guide has essentially got two components; the first being generic content and pedagogical strategies.
Each sub-section contains a brief summary of the content to be covered as well as various pedagogical strategies on how to deliver that content. The summary of content broadly outlines the various topics to be covered as well as the significant terminologies and approaches to be discussed. The pedagogical strategies prescribe different formats through which the content may be delivered effectively, including lectures, site-visits, workshops and class interactions.
The second part of the Guide consists of summaries and illustrations of various lectures and exercises from previous years training programmes organised by RitsDMUCH. These have been used to supplement the content in each module. Previous year’s lectures have been briefly described, along with specific strategies such as using secondary case studies to highlight certain aspects and linking lectures to site visits and workshops. Furthermore, site visits and primary case studies have been described in detail and are supplemented with sample worksheets and formats used by participants.
This is a way of illustrating how the pedagogical strategies may be executed and it also highlights different themes that have been used to steer the course. A detailed list of resource people who could potentially contribute to organising the course has been provided in the guide, along with the areas of expertise. Each section is supported with literary resources and an indicative bibliography accompanies each module to help prepare the teaching material.
This is a way of illustrating how the pedagogical strategies may be executed and it also highlights different themes that have been used to steer the course. A detailed list of resource people who could potentially contribute to organising the course has been provided in the guide, along with the areas of expertise. Each section is supported with literary resources and an indicative bibliography accompanies each module to help prepare the teaching material.
