J_DOBOR_DAVOS_IDRC_2014_0823

The theoretical and practical teaching of
chemistry in the disaster management
5th International Disaster and Risk Conference IDRC 2014
‘Integrative Risk Management - The role of science, technology & practice‘ • 24-28 August 2014 • Davos • Switzerland
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education in Hungary
Dr. József DOBOR PhD maj.
assistant professor
National University of Public Service
Institute of Disaster Management,
Department of Industrial Safety
Budapest, Hungary

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STUDIES
2007-2012
Eötvös Loránd University Natural
Sciences Chemistry Institute
(Department of Analytical chemistry)
PhD thesis: Quantification of
pharmaceutical residues in solid samples
(Danube sediment and sewage sludge) by
coupled gas chromatography-mass
spectrometry technique
PhD
Environmental Sciences/
Specialization in
Environmental Chemistry
chemist
2003-2006
Eötvös Loránd University Natural
Sciences Chemistry Institute
(Department of Analytical chemistry)
MSc
Chemistry teacher
1999-2003
Károly Eszterházy College Faculty of
Natural Sciences
BSc
Chemistry teacher
1992-1993
Lajos Petrik Chemical Secondary School
chemical technician
environmental chemical
industry
2

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WORK EXPERIENCE
2013
National University of Public Service,
Department Of Industrial Safety
senior lecturer
2012
National University of Public Service,
Department Of Industrial Safety
assistant lecturer
2011 – 2012
Civil Protection Directorate of Capital
Emergency Intelligence Service
head of chemical detection
team
2005– 2010
Civil Protection Directorate of Capital
Emergency Intelligence Service
chemical reconnaissance
consultant
1995- 2005
Vituki Rt.Water Quality Institute
Associate investigator of organic micro-pollutants
laboratory
scientific assistant
1994
Central Danube Valley Environmental
Inspectorate (General Analytics)
water analyst
1993 compulsory military service (Sopron,
Budapest chemical corps).
Border Guard (military
3 service)

126 15
0
1
0
2
0
3
0
4
0
HO
CH3
phosphane
hydrogen chloride
hydrogen bromide
Chemistry
18
19
21
O
H3C CH3
PH3
ethane
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11
17
10
7
5
9
8
NH
20
14
4
19
13
2 1 16
3
H
H
HH
H
5
0
P
13
9 14
8
10
17
12
11
15
16
7
5
6
CH3
CH3
1
4
2
3
H H
H
20
22
O
25
24
26
23
O
CH3
27
H3C
H
H
O
OH
OH
H
H
H
HO
H
H
HO
H
O
O OH
O
H2N
CH3
HS N
N
O
-
O
O
NH2
O
NH2
aminoacetaldehyde
naphthalene
ethanedioic acid
2-aminopropanal
thiocyanic acid
nitrite
Cl S
O
Cl
sulfuryl dichloride
acetamide
CH3
H3C CH3
H3C CH3
NH Cl O
Cl NH2 OH
HCl
HBr
HF
H2O
H2O
H2O
H2O
H2O H O 2
H2O
hydrogen fluoride
water
2-methylpropane
N-methylmethanamine
carbonochloridic acid
N
N
O
pyrimidine
tetrahydrofuran
S
O
O
Cl
benzenesulfonyl chloride
Chemistry is the most important subject
on the World
4

http://wwww.wvwe.ggrfyoriurme.aorkg cio.hu/
Globally Harmonized System of Classification
and Labbelling of Chemicals

Hungarian regulation
Integration of Seveso II. into domestic laws
disaster related regulations Changed in accordance with the
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amendment of Seveso II.
define the prevention related obligations of the Government,
local-governments and operators
determine the tasks of authorities (permitting, and supervision
of hazardous plants)
New basic law
more effective
averting of disasters
reinforcement of the
disaster management
organizations
New regulations entered into force
on the 1st January 2012.
detailed and boarded tasks of
authority
 primarily authority spheres got
downt to regional level (some acts
are implemented on local level)
6

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Preface
• There are being taught more subjects related to chemistry
on the National University of Public Service. http://en.uni-nke.hu/
• The aim of this is to ensure the special knowledge of those,
who come out from the education.
• These subjects are connected to each other and built on
each other and in this way they prepare the students for
the experiences they will use in the course of they later
work.
• Although the chemistry-related subjects are not the most
liked ones under the students, with some educational
method their fear can be decreased.
7

The importance of the chemistry-related education
Therefore during the construction of presentations it is important to
find enough time to refresh the fundamental knowledge for that later it
do not cause any problem to take in the specific materials.
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written exam from chemistry
8

The disaster management education on the National
University of Public Service started in 2013/14.
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written exam from a chemistry calculation
9

sodium-methylate
Its aim is, that the graduated students be able to implement the general prevention
and official tasks, emerging in the segments of general disaster management (e.g.
organisation of disaster-prevention and disaster-averting, reconstruction, civil
protection preparation tasks), or in the frame of the fire-prevention, fire-fighting,
technical-rescue, fire-investigation and the related preparation, as well as from the
primary disaster-averting activities, 5in th International addition Disaster they and should Risk Conference be able IDRC 2014
to accomplish the
tasks related to industrial safety.
10
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The disaster management education
Beside this, the students, who come out from the
university have the opportunity to find a job in civil life,
since the professionals, who have a higher degree in
disaster management and fire-protection are required
by the dangerous plants, by firms, which are making
the plant’s documentations, or by the different
institutes, to support decision-making and to help keep
the rules.
HO
Ca
OH
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The accidents related to hazardous materials notably endanger human life and
health, the material goods and the environment. The measures, of which aim
is the decrease and the elimination of impacts require, that the intervening
force make the right decision considering the circumstances, and to this it is
very important to know the characteristics of the material causing the
accident.
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12

The different subjects of natural science and of chemistry, taught
on the specialization serve this aim. These subjects are:
• applied natural science – applied chemistry
• applied natural science – radiation protection
• chemistry of toxic materials
• dangerous technologies
• averting of damages caused by hazardous materials
• basics of industrial chemistry – facultative subject
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• A survey, made under the students during the first presentations showed that they have chemistry-related
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knowledge of different levels.
• Therefore it is important to spend time during the lessons to refresh the fundamental chemical
knowledge, respectively to present the features and impacts of the most frequent hazardous materials
and compounds.
• The programs of the different chemistry-related subjects have to connect with each other and built on
each other, so there is some overlap in the program of subjects.
14

In order to this by the construction of the material of the lessons it has to be
aspired to prepare understandable, colourful and graphic materials, which can
keep up the interest. This purpose is served also by the practices in laboratory
and visits by dangerous plants, organized in frame of different subjects,
furthermore by the showing of educational films and documentaries, related
to certain parts of the subject-matter.
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It is also needed to pay attention to give the right assistance for closing up for the
students, who attain the material of the lessons more difficult, or manage with the
practical tasks harder. Applying these methods it can be achieved that neither the
students feel the chemical knowledge far from themselves who otherwise prefer
humane subjects.
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C + CO2=2CO
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Conclusion
On the National University
of Public Service more
chemistry-related subject
serves the aims, mentioned
above. These subjects –
built on each other - ensure
the competence of
graduated students by
teaching either the general
chemical knowledge or the
special skills.
2 Al+3 O2= Al2 O3
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Conclusion
Therefore it is important to
have enough time to refresh
the basic knowledge, so later
the students will be able to
attain the more specific
material easier. By preparing
the presentations of the
lessons it has to be considered
that the material has to be
clear and the presentations
have to be colourful and
graphic to keep up the interest
of the students.
H2SO4 + 2NaOH  Na2SO4 + 2H2O
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Conclusion
This can be achieved by organizing
– in frame of different subjects –
laboratory-practices or visits to
different dangerous plants,
moreover the educational films
and documentaries showed
connected to some parts of the
subject-material also serve this
purpose. Beside these it is also
very important to give the right
support for students, who acquire
the material more difficult or get
along with practical tasks harder
in order to close them up.
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Conclusion
Applying these educational
methods it is possible that
either the students get closer
to chemistry-related subjects,
who prefer the humane ones,
respectively who “were afraid”
from chemistry until now, so
either the transmission or the
acquirement of knowledge can
be made easier.
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Added value for the Post 2015 Framework for
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Disaster Risk Reduction
• From your perspective what are the main gaps, needs and further
steps to be addressed in the Post 2015 Framework for Disaster Risk
Reduction in
– Research: drinking water quality (analytical method); waste reduction
(technology method), Together with scientists from the different countries
will be able to find a solution to problems.
– Education & Training: the most important subjects are: chemistry; biology;
environmental protection, One of the most important subjects is the
chemistry, but, unfortunately, the students do not like it. Therefore, the
teachers waited patiently, interesting and high standard must be trained in
the chemistry discipline at colleges, and universities.
– Implementation & Practice: lots of training; Intensive training of all the
necessary specialists, from technicians to engineers and scientists, is needed.
– Policy: volunteer; dialogue with the inhabitants; cooperation; training for
professionals
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References
[1] Szendi, Rebeka – Dobor, József: Veszélyes üzemek azonosítása és a kapcsolódó hatósági
tevékenység(ek), Hadmérnök, Budapest, 2013., pp. 125-131., ISSN 1788-1919,
http://hadmernok.hu/133_13_doborj.pdf
[2] Government regulation Nr.: 219/2011. (X. 20.) on the protection against serious accidents
related to hazardous materials
[3] Szendi, Rebeka – Dobor, József: Identification of dangerous establishment in practice, in:
Proceedings „Safety of Industrial Establishments 2013.” International Scientific Conference on
Industrial Safety Budapest, 10 April 2013, Budapest, NKE, 2013. pp. 136-143. ISBN: 978-615-
5305-08-5
[4] Act Nr.: 2011. CXXVIII. on disaster management and on the modification of related acts
[5] Bleszity, János – Joó, Bálint: NKE katasztrófavédelmi egyetemi képzés született,
Katasztrófavédelmi Szemle, Budapest, 2013., pp. 38-40.
[6] Bleszity, János: Megalakult a Nemzeti Közszolgálati Egyetem Katasztrófavédelmi Intézete,
Katasztrófavédelmi Szemle, Budapest, 2012, pp. 58-60.
[7] Grósz, Zoltán – Bleszity, János: Egyetemi képzések a katasztrófavédelem számára, BOLYAI
SZEMLE, Budapest, 2013., pp. 9-16. http://uni-nke.hu/downloads/bsz/bszemle2013/3/1.pdf
accessed 20/03/2014
22

Thank You for Your attention !
E-mail: dobor.jozsef@uni-nke.hu
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