Disaster in a community

Sample Solution

Traditional approaches to public education aimed at enhancing knowledge and/or risk perception have been shown to be useless in predicting the adoption of domestic hazard preparations. From the perspectives of public education, vulnerability analysis, and community resilience, this article discusses why this might have happened and suggests suggestions for improving preparedness. Describes a model of hazard resilience that has been tested in several communities and for various hazards (toxic waste, environmental degradation and volcanic hazards). Introduces a model for promoting the adoption of prepared behavior based on health education literature. Discusses the connections between these models and the importance of incorporating them into a community development framework.

n has been raised at the rate of progress and the widespread implementation of the use of technologies in school setting in the absence of evidence regarding their benefits (Durham University (2006). In this context this study will explore the current literature that has investigated the use and effectiveness of ICT in PE lessons. Additionally, this study will explore the teachers views on ICT in PE and their own use of technology in Physical Education lessons.

2.0 Project Title

An exploration of Post primary PE teachers views on their own use of technology in Physical Education lessons and on the use of ICT in PE more generally

3.0 Summary of Relevant Literature (600 word min)

CCEA the main examination board in Northern Ireland makes reference to ICT in education stating that “Using Information and Communications Technology (ICT) provides powerful tools and contexts to support meaningful learning and has the potential to transform and enrich pupils’ learning experiences and environments across the curriculum” (CCEA 2018) In education, there has been investment in ICT to improve teaching and learning in schools and it has been initiated by many governments. For example, in United Kingdom, the government spending on educational ICT in 2008–09 in the UK was £2.5bn (Nut, 2010). In Northern Ireland the C2k project was implemented to procure the infrastructure and services necessary to use ICT in schools in Northern Ireland. C2k gives teachers and pupils access to learning resources, access to the ‘digital classroom’ and its e-learning tools (Department of Education 2018). Since 2000 the Department of Education “has invested over £632 million in providing the ICT infrastructure in our schools through the Classroom 2000 project making Northern Ireland a recognised leader in the use of ICT in education” (Department of Education 2018).