The aim of the course is to provide students with a fundamental understanding of population protection and terrorism, introducing key concepts, principles, institutional relationships, and basic measures used to protect human life, health, and safety during emergencies and security incidents. The course focuses on the historical development and contemporary approaches to population protection in the Czech Republic and internationally, civil defence and civil protection, the fundamental principles of the Czech Republic's security system and Integrated Rescue System, and the related legal and organizational framework. Particular attention is paid to public warning and information, evacuation, emergency survival arrangements, sheltering, individual protection, and self-protection. The course also introduces terrorism, including its main forms, strategies, historical development, and contemporary trends, as well as the specific characteristics of CBRN terrorism. In this context, students are introduced to the fundamental characteristics of selected chemical, biological, radiological, and nuclear threats, specific examples of hazardous agents and materials, their potential effects on humans, and the corresponding principles of individual and collective protection. Emphasis is placed on students' ability to understand emergency and security situations, identify the main sources and nature of threats, establish priorities for action, and propose appropriate protective measures. Through scenario-based activities, students assess the potential consequences of selected threats, including CBRN incidents, apply basic principles of personal protection, and distinguish between actions that individuals or teachers can undertake and procedures requiring intervention by specialized emergency response personnel. Attention is also paid to the use of reliable information sources, procedures for requesting professional assistance, and fundamental principles of cooperation with the Integrated Rescue System. The course also develops students' ability to identify, critically evaluate, and interpret reliable information concerning population protection and security. Students apply the acquired knowledge to situations relevant to school environments and school activities, taking into account teachers' responsibility for groups under their supervision and communicating essential safety information to school pupils and, where appropriate, their legal guardians in a factually accurate, comprehensible, and age-appropriate manner.
Upon successful completion of the course, students will be able to: 1. Explain the fundamental concepts and principles of population protection, civil defence and civil protection, crisis management, emergency preparedness, and the Integrated Rescue System, and describe their interrelationships. 2. Describe the historical development and contemporary approaches to population protection in the Czech Republic and internationally, and explain the basic legal, organizational, and institutional framework of the Czech Republic's security system. 3. Explain the purpose and fundamental principles of public warning and information, evacuation, emergency survival arrangements, sheltering, individual and collective protection, and self-protection, and apply selected principles to simple emergency scenarios. 4. Distinguish between the main types of emergencies and security incidents, identify the principal hazards involved, and assess their potential consequences for affected individuals, including those in school environments. 5. Explain the defining characteristics, forms, and strategies of terrorism, describe its historical development and contemporary trends, and distinguish terrorist attacks from other forms of violent behaviour. 6. Describe the specific characteristics of CBRN terrorism, distinguish between the principal chemical, biological, radiological, and nuclear threats, and use selected examples of hazardous agents and materials to explain their potential effects on humans and the fundamental principles of protection against their consequences. 7. Analyse a simple emergency or security scenario, identify the source and nature of the threat, establish priorities for action, and propose appropriate measures to protect human life, health, and safety. 8. Distinguish between actions that individuals or teachers can undertake and procedures requiring intervention by specialized emergency response personnel, explain the fundamental principles of requesting professional assistance, and describe the roles of the relevant Integrated Rescue System components. 9. Search for, compare, and critically evaluate basic scientific, professional, legal, and methodological information sources relating to population protection and terrorism, distinguish reliable information from unverified or misleading claims, and substantiate conclusions with relevant evidence. 10. Collaborate with other students to prepare and present a selected specialist topic or a proposed solution to a scenario, use accurate professional terminology, justify the proposed approach, and respond to relevant comments in professional discussion. 11. Propose factually accurate, comprehensible, and age-appropriate ways of communicating selected aspects of population protection and safe behaviour to school pupils and, where appropriate, their legal guardians, taking into account the specific characteristics of school environments and teachers' responsibility for groups under their supervision. The course contributes primarily to the development of competencies defined in the Competence Framework for Graduate Teachers (KRAAU): 1.1 (understanding and continuing development of subject-specific knowledge), 1.2 (pedagogical transformation and communication of subject content to pupils), and selected aspects of competency 6.2 (responsible use of information and digital tools).
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Oral exam, Seminar Work, Written exam
1. To successfully complete the course, students are required to attend at least 80% of seminars, actively participate in emergency and security scenario-based activities and practical assignments, prepare and present a group seminar assignment, and complete the final assessment of learning outcomes. 2. The group seminar assignment is based on a topic selected from the list published in Moodle or on a topic proposed by students and approved in advance by the instructor. It may address a simulated emergency or security incident relevant to a school environment or school activity, a critical reflection on a guest lecture delivered by a practitioner, or an analysis of selected organizational and security measures. 3. When addressing scenarios, students identify the main sources and nature of threats, establish priorities for action, propose appropriate protective measures, determine how to request professional assistance, and use relevant information sources. They distinguish actions that teachers can undertake from procedures requiring specialized intervention and take into account teachers' responsibility for groups under their supervision. Analyses of measures implemented at specific schools must not disclose sensitive operational or security information. 4. The seminar assignment must include a substantiated explanation of the proposed conclusions and procedures and a proposal for communicating selected safety information to school pupils and, where appropriate, their legal guardians in a factually accurate, comprehensible, and age-appropriate manner. Students justify their choice of target group and appropriately consider relevant framework educational programmes. Assessment focuses on subject-specific, terminological, and pedagogical accuracy, hazard identification, the appropriateness of proposed measures, the use of information sources, and the ability to defend the proposed approach. Requirements are adjusted to the students' first-year level. 5. The final assessment consists of a supervised, on-site written test administered through Moodle. The test comprises 30 scored closed-ended questions, each with one correct answer. A score of 24-30 points (80-100%) forms the basis for grading according to a previously published assessment scale. Students scoring fewer than 24 points must complete an oral assessment of learning outcomes, arranged in advance with the instructor and conducted in accordance with the regulations of Palacký University Olomouc. 6. Active participation and high-quality academic performance during seminars may be taken into account in the overall assessment according to previously published criteria, but they do not change the minimum passing threshold for the written test. Students may voluntarily complete formative practice tests available in Moodle; these do not contribute to the final grade. Course completion requirements are published at the beginning of the semester. Approved accommodations for students with specific needs are respected throughout the assessment process.
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