1. Objective: To quantitatively understand the geological and natural processes that affect the human environment in catastrophic ways. Prediction, mitigation, and risk management policy will be examined with the focus on specific case studies of several recent hazards. Students will also work collectively on a research project that will involve an in-depth analysis of a geohazard in the world today.

2. Required Text: (1) "INTRODUCTION TO RISK MANAGEMENT" by G.D. Haddow and J.A. Bullock, Butterworth Heinemann Publishing, 2003. (2) "DISASTER RESPONSE: GIS FOR PUBLIC SAFETY" by G. Amdahl, ESRI Publishing, 2001.

3. Lecture Times: W from 5:30 pm - 8:30 pm in SRCC 207. Attendance is strongly encouraged at all scheduled class meetings. Much of the exam material will be derived from the class notes and video presentations, therefore attendance is beneficial to your grade.

4. Course Requirements:

• Exam: By class vote, there will be NO exams for the course. This is different than what is listed on the original syllabus.

• Projects:
  Individual Project: The first project will be an individual research effort focused on a particular geohazard. Students will choose the hazard category to research as well as a particularly notable event in that category. For example, one could choose hurricanes as the hazard category and Hurricane Andrew in 1992 as the event. Each student will be responsible for reporting the following information for their particular hazard: (1) the geographic setting (population centers, land use, transportation routes, etc.) (2) previous hazardous activity and impacts on the population (3) current scientific research and the monitoring/mitigation efforts and (4) the current public policy/safety/risk management issues. By no later than January 26, 2005, students are to turn in a one-paragraph description of their hazard choice and preliminary research. Students will turn in a 5-8 page written report and present a 10 minute power point presentation on March 2, 2005.

  Group Project: There will be a group research project that involves an in-depth analysis of a geologic or atmospheric hazard in the world today. Prior to March 2, 2005, the class will be divided into two research teams. Each team will elect a group leader and choose a high risk geographic location and hazard. The group will be responsible for performing some original scientific research for the study area. This will utilizes GIS and/or remote sensing data and culminate in a risk management plan and research analysis for their chosen location. Groups will hand in a one-page problem statement the week following Spring Break (March 16, 2005) and ultimately present their work in a 30 minute oral presentation on April 20, 2005. In addition, a 15 page hazard report and risk management plan will be submitted on that date.

5. Grading: Your final grade will be based on your performance on the projects and in-class participation. The grade will be calculated using the following break-down: Individual Project = 30%, Group Project = 50%, Class Participation = 20%. If a curve is needed, it will be based on the final averages of the class and therefore not decided until the end of the term. I curve based on the average of the entire class, making the median score equal to a C+/B- and adjusting all grades accordingly. Please do not ask me what the curve was after the exam!

6. Web Site: The site is located at http://ivis.eps.pitt.edu/courses/agrm/ and will contain the syllabus, announcements and assignments for the class. I tend to revise the class schedule as the term progresses, so please check there for the most current class information.

9. Academic Integrity: All students are expected to adhere to the Academic Integrity Policy of the University pertaining to cheating and plagiarism. Cheating/plagiarism will not be tolerated. Students suspected of violating the University of Pittsburgh Policy on Academic Integrity, noted below, will be required to participate in the outlined procedural process as initiated by the instructor. A minimum sanction of a zero score for the quiz, exam or paper will be imposed.

The integrity of the academic process requires fair and impartial evaluation on the part of faculty and honest academic conduct on the part of students. To this end, students are expected to conduct themselves at a high level of responsibility in the fulfillment of the course of their study. It is the corresponding responsibility of faculty to make clear to students those standards by which students will be evaluated, and the resources permissible for use by students during the course of their study and evaluation. The educational process is perceived as a joint faculty-student enterprise which will perforce involve professional judgment by faculty and may involve - without penalty- reasoned exception by students to the data or views offered by faculty.
Senate Committee on Tenure and Academic Freedom (February 1974)