Format Guide forWriting Hazard Specific Plan

Format Guide for
Writing Hazard Specific Plan
Hazard Specific Plan
XXXXX Hazard Specific Plan2019
For Official Use Only. Portions of this document are
confidential and exempt from disclosure pursuant to Florida
Stat. §119.071(3). Do not copy or distribute without the
express written permission of the Director of the
Palm Beach County Division of Emergency Management
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Promulgation Statement
Submitted herein is the Severe Weather Hazard Specific Plan,
which serves as a hazards specific plan in support of the Palm
Beach County Comprehensive Emergency Management Plan
(CEMP). This Hazard Specific Plan supersedes any previous
plan promulgated for this purpose. This plan establishes the
framework defining the implementation and coordination of
incident objectives in response to a severe weather event, i.e.,
thunderstorms, lightning, hailstorms, and straight-line winds.
The two (2) Severe Weather Hazards drought and extreme heat
each have their own hazard specific plan and should be sought
under separate cover.
This plan has been developed in support of the Palm Beach
County CEMP, following the guidance of the State of Florida
Comprehensive Emergency Management Plan, the National
Response Framework, and the National Incident Management
System. The efficient and effective implementation of this pl an
is the responsibility of the Emergency Management Director or
his/her designee. A program of review and evaluation of this
plan is essential to its overall effectiveness.
This plan is hereby promulgated as of the sign date below.

_______________________________________________
__________________________
John Smith Date
Director
Division of Emergency Management
Table of Contents
Introduction 7
Purpose 7
Scope 7
Planning Assumptions 7
Authorities and References 7
Plan Maintenance 7
Preparedness (Hazard Identification) 7
Hazard Analysis (Primary Reference to the LMS) 8
Threat and Risk Analysis 8
Training and Exercise 8
Critical Facilities Statements 8
Response 8
Concept of Operations 9

Alerts, Notifications, and Protective Actions 9
Resource Management 9
Continuity of Government 9
Recovery 9
Short Term Recovery Issues 9
Long Term Recovery Issues 10
Mitigation 10
Record of Revisions 11
Acronyms 12
Attachments 14
Introduction
The Introduction contains the purpose, scope, planning
assumptions, in addition to the authorities and References. This
is in paragraph form, and should contain at least two-three
sentences for each idea (purpose, scope) while it may have to
have bulleted lists for the planning assumptions in addition to
the authorities and references.

The planning assumptions should list those factors that are
unique to this hazard. Possibly one should consider the nature
and timing of the incident caused by the hazard, as well as those
found in the research of other plans that have been researched,
as well as information developed from hazard research.
The Section Introduction contains the following elements:
(please type below header)Purpose
Discuss Purpose
Scope
Provide Scope
Planning Assumptions
Include Assumptions
Authorities and References
Indicate Authorities & References
Plan Maintenance
This paragraph should describe how the plan will be maintained,
reviewed and assign responsibility to the section to insure the
examination and analysis occurs.
Preparedness (Hazard Identification)
The Preparedness section (Hazard Identification) involves two
(2) related sections, and may be completed in paragraph form.
The first part is the analysis of the hazard, and should contain a
synopsis of the LMS hazard information.
Hazard Analysis
These paragraphs should identify the geographic area (usually
the entire county), population (including a comment on special
needs population, as well as any other additional unique
characteristics of the effected population.) This section would
also include any information concerning livestock, or other
animal populations. One may want to include socio-economic
information if appropriate.
Within this section, include a detailed description of the hazard
characteristics for each of the specific hazards identified within

the category, for example, severe weather would include
extreme temperatures, as well as lightning and thunderstorms,
winds, and drought. This section is developed by the
elucidation of these hazards, and the hazards conditions.
Threat and Risk Analysis
A threat and risk analysis should also appear within this
section. The section should include detection, evaluation, and
classification issues. The section also should discuss protective
actions, as well as levels of activation.
Training and Exercise
This paragraph communicates how training and exercises are to
occur. It potentially could include professional courses, courses
put on through FDEM, as well as available seminars. Exercise
is an important aspect of the professional. Through exercises,
after action reviews, as well as corrective action plans this plan
may be modified through the input of partner agencies. The
plan should be included in any overall training and exercise
plans put forth by the division.
Critical Facilities Statements
Identify specific critical facilities and infrastructure
components that may be impacted by the hazard, or support the
mitigation of the impacts of the hazard. Consider inclusion of
graphic displays and other pertinent geographic locator info.
Response
The response section of the plan identifies how the hazard
incident is elevated to the level that EM is brought into the
incident. It includes alerts, and notifications that will be made
by the EOC, in addition to any protective actions that might
emanate from the EOC in consultation with the incident team or
the EPG. Resource management and continuity of government
are mentioned if the incident escalates to point of EOC
Activation.
Concept of Operations
The concept of operations paragraph(s) should contain such
items as a general statement concerning operations and ICS, the
major agencies involved (or who may become involved as the

situation escalates) in addition to the EOC activation
levels.Alerts, Notifications, and Protective Actions
These parts of this section discuss the alert and notifications
necessary should the incident escalate. It should include both
partner agencies, involved municipalities, as well as the general
population. How notifications are to be accomplished should be
included (dialogic), as well as a PIO in addition to the
activation of a JIC role if appropriate. Who is notified, what is
the information provided, (also by whom), how is the
information distributed, and what resources are used should be
included here.
Protective actions should be discussed for the effected
population (evacuation, evacuation in place, etc.) Include any
special considerations, for example, quarantine, and how this
would be accomplished is included as well.
Resource Management
Resource Management is an important issue to be included
within this section. To what extent shall the Logistics Section
become involved, and how will the transition up the Levels of
Activation change the Logistics role is an element that needs
clarification. Development of the resource management should
include references to the CEMP.
Continuity of Government
This concept should be addressed, and triggers identifi ed here
and their relationship to the CEMP is at the core of this issue.
Recovery
Recovery should include both short term recovery concepts, as
well as long term recovery and post disaster redevelopment
issues. Both need mention in this section, but may be done in
paragraph style.
Short Term Recovery Issues
This section follows the Recovery Plan’s and Damage
Assessment SOG concepts, initially the discussion concerns
Rapid Assessment, Initial Damage Assessment, and Primary
Damage Assessment as the progression of assessments.
Long Term Recovery Issues

If the disaster is of sufficient magnitude, the PRDP should be
identified here as the document with primacy in such a disaster.
The PRDP influence discussion and relevancy to the disaster
should be elucidated in this section.
Mitigation
Mitigation is any sustained action that reduces or eliminates the
risk to people and property. This section should identify
mitigation initiatives and ongoing efforts at the federal, State,
local and individual levels to lessen the impact of disasters
upon our lives.
Record of Revisions
This chart is on its own page. List changes made to document
and authorize the revisions. The Date indicates when the record
of change was accomplished. For example, it may be as the
result of a Corrective Action Plan that was developed from an
After Action Report as a result of an exercise. The Record of
Change is a brief summary of the change to the plan, followed
by the Responsible person (who developed the change, and
pursued the change along the chain of command.
Example of Revision Record Table:
Date
Record of Change
Responsible Person
Page #

Acronyms
A listing of the acronyms used should be here:
ALF Assisted Living Facility
ARES Amateur Radio Emergency Services
CEMP Comprehensive Emergency Management Plan
CEOC County Emergency Operations Center
CERT Community Emergency Response Teams
COOP Continuity of Operations Plan
DTAP Disabled Transportation Assistance Plan

DCA Florida Department of Community Affairs
DEM Palm Beach County Division of Emergency
Management
DEP Florida Department of Environmental Protection
DMAT Disaster Medical Assistance Team
DRC Disaster Recovery Center
EAS Emergency Alert System
ECO Emergency Coordinating Officer
EIC Emergency Information Center
EMS Emergency Medical Services
EOC Palm Beach County Emergency Operations Center
EPG Executive Policy Group
EPZ Emergency Planning Zone
ESATCOM Emergency Satellite Communications System
ESF Emergency Support Function
FAC Florida Administrative Code
FDEM Florida Division of Emergency Management
FDLE Florida Department of Law Enforcement
FEMA Federal Emergency Management Agency
FEPA Florida Emergency Preparedness Association
FOG Field Operations Guide
GIS Geographic Information System
HAZMAT Hazardous Materials
HSP Hazard Specific Plan
IAP Incident Action Plan
IC Incident Commander
ICP Incident Command Post
ICS Incident Command System
IMT Incident Management Team
JIC Joint Information Center
JIS Joint Information System
LMS Local Mitigation Strategy
LSA Logistical Staging Area
MACC Multi Agency Coordination Center
NFIP National Flood Insurance Program
NHC National Hurricane Center

NIMS National Incident Management System
NRP National Response Plan
NWS National Weather Service
PBCFR Palm Beach County Fire Rescue
PBCSO Palm Beach County Sheriff’s Office
PIO Public Information Officer
RIAT Rapid Impact Assessment Team
ROC Recovery Operations Center
RRT Rapid Response Team
SAR Search and Rescue
SpNS Special Needs Shelters
SEOC State Emergency Operations Center
SERT State Emergency Response Team
SFWMD South Florida Water Management District
SMAA Statewide Mutual Aid Agreement
SO Safety Officer
SOG Standard Operating Guideline
SWA Solid Waste Authority
SWP State Warning Point
UC Unified Command
VRC Volunteer Reception Center
WCD Water Control Districts
Attachments
Attachments will vary per plan
1) Attachment 1A: Sample Conference Call Agenda
2) Attachment 2: Dialogic Emergency Notification Message
3) Attachment 3: Press Release for Notification of the Public
4) Attachment 4: Shelter Locations
5) Attachment 5: Critical Facility Map
BIOL 211L Cellular & Organismal Biology Laboratory

August 2020
Evidence-Based Reasoning During a Pandemic – Lab Report
Instructions
Category potential
points
You will design an experiment to address the common myth that
wearing a mask to prevent
the spread of coronavirus causes either oxygen deprivation or
CO2 poisoning. This is Myth
#3 from the “Masks Work!” video
(https://www.youtube.com/watch?v=npXP5wqNzaI). Your
experiment can focus on only one of these possible outcomes
(oxygen deprivation OR CO2
poisoning) from wearing a mask.
Hypothesis
State the hypothesis that would be tested in your experiment.
The hypothesis
- should be stated very clearly (eg., “The hypothesis of this
experiment is…”)
- must be a statement, not a question
- must propose a possible relationship between wearing a mask
and either oxygen intake or
CO2 exhalation
- must not be a description of the predicted results of the
experiment, must not be stated in
an “if… then…” format (because that’s a prediction, not an
explanation)

2.0 pts
Description of the experiment
Describe how the experiment will be conducted to test the
hypothesis. What will be the
experimental group(s)? Will you use human test subjects or a
model system? Describe the
test subjects – how many will you use and what are their
characteristics?
VERY IMPORTANT: How will factors other than the
independent variable be kept constant
so they do not effect the experimental results?
2.0 pts
Independent Variable
What is the independent variable and how you would
manipulate it (what would be the
treatments in the experimant?)
2.0 pts
Dependent Variable
What is the dependent variable and how it would be measured
(what data would you
collect?)
2.0 pts
Predicted Results
What results do you expect to see from this experiment if the
hypothesis is accurate?

2.0 pts
Organization, Clarity, and Style
You are responsible for correct grammar, punctuation, and
spelling. The report must be typed, double-
spaced, 12-point font, and in paragraph format.
Total
10.0 pts
https://www.youtube.com/watch?v=npXP5wqNzaI
Cite as: Fischer et al., Sci. Adv.
10.1126/sciadv.abd3083 (2020).
RESEARCH ARTICLES
First release: 7 August 2020 www.advances.sciencemag.org
(Page numbers not final at time of first release) 1
Introduction
The global spread of COVID-19 in early 2020 has significantly
increased the demand for face masks around the world, while
stimulating research about their efficacy. Here we adapt a re-

cently demonstrated optical imaging approach (1, 2) and
highlight stark differences in the effectiveness of different
masks and mask alternatives to suppress the spread of res-
piratory droplets during regular speech.
In general, the term ‘face mask’ governs a wide range of
protective equipment with the primary function of reducing
the transmission of particles or droplets. The most common
application in modern medicine is to provide protection to
the wearer (e.g., first responders), but surgical face masks
were originally introduced to protect surrounding persons
from the wearer, such as protecting patients with open
wounds against infectious agents from the surgical team (3),
or the persons surrounding a tuberculosis patient from con-
tracting the disease via airborne droplets (4). This latter role
has been embraced by multiple governments and regulatory
agencies (5), since COVID-19 patients can be asymptomatic
but contagious for many days (6). The premise of protection
from infected persons wearing a mask is simple: wearing a
face mask will reduce the spread of respiratory droplets con-
taining viruses. In fact, recent studies suggest that wearing
face masks reduces the spread of COVID-19 on a population
level, and consequently blunts the growth of the epidemic
curve (7, 8). Still, determining mask efficacy is a complex
topic that is still an active field of research (see for example
(9)), made even more complicated because the infection path-
ways for COVID-19 are not yet fully understood and are com-
plicated by many factors such as the route of transmission,
correct fit and usage of masks, and environmental variables.
From a public policy perspective, shortages in supply for sur -
gical face masks and N95 respirators, as well as concerns
about their side effects and the discomfort of prolonged use
(10), have led to public use of a variety of solutions which are
generally less restrictive (such as homemade cotton masks or
bandanas), but usually of unknown efficacy. While some tex-

tiles used for mask fabrication have been characterized (11),
the performance of actual masks in a practical setting needs
to be considered. The work we report here describes a meas -
urement method that can be used to improve evaluation in
order to guide mask selection and purchase decisions.
A schematic and demonstration image are shown in Fig.
1. In brief, an operator wears a face mask and speaks into the
direction of an expanded laser beam inside a dark enclosure.
Droplets that propagate through the laser beam scatter light,
which is recorded with a cell phone camera. A simple com-
puter algorithm is used to count the droplets in the video.
The required hardware for these measurements is commonly
available; suitable lasers and optical components are accessi-
ble in hundreds of research laboratories or can be purchased
for less than $200, and a standard cell phone camera can
serve as a recording device. The experimental setup is simple
and can easily be built and operated by non-experts.
Below we describe the measurement method and
Low-cost measurement of facemask eff icacy for filtering
expelled droplets during speech
Emma P. Fischer1, Martin C. Fischer2,3,*, David Grass2, Isaac
Henrion4, Warren S. Warren2,3,5,6, and Eric
Westman7
1Department of Psychology & Neuroscience, Duke University,
Durham, NC 27708, USA. 2Department of Chemistry, Duke
University, Durham, NC 27708, USA. 3Department
of Physics, Duke University, Durham, NC 27708, USA. 4Cover
Durham, Durham, NC 27701, USA. 5Department of Radiology,
Duke University School of Medicine, Durham, NC
27710, USA. 6Department of Biomedical Engineering, Duke
University, Durham, NC 27708, USA. 7Department of
Medicine, Duke University School of Medicine, Durham, NC
27708, USA.

*Corresponding author. Email: [email protected]
Mandates for mask use in public during the recent COVID-19
pandemic, worsened by global shortage of
commercial supplies, have led to widespread use of homemade
masks and mask alternatives. It is assumed
that wearing such masks reduces the likelihood for an infected
person to spread the disease, but many of
these mask designs have not been tested in practice. We have
demonstrated a simple optical measurement
method to evaluate the efficacy of masks to reduce the
transmission of respiratory droplets during regular
speech. In proof-of-principle studies, we compared a variety of
commonly available mask types and
observed that some mask types approach the performance of
standard surgical masks, while some mask
alternatives, such as neck fleece or bandanas, offer very little
protection. Our measurement setup is
inexpensive and can be built and operated by non-experts,
allowing for rapid evaluation of mask
performance during speech, sneezing, or coughing.
Science Advances Publish Ahead of Print, published on August
7, 2020 as doi:10.1126/sciadv.abd3083
Copyright 2020 by American Association for the Advancement
of Science.
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http://www.advances.sciencemag.org/
http://advances.sciencemag.org/
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demonstrate its capabilities for mask testing. In this applica-
tion, we do not attempt a comprehensive survey of all possi -
ble mask designs or a systematic study of all use cases. We
merely demonstrated our method on a variety of commonly
available masks and mask alternatives with one speaker, and
a subset of these masks were tested with four speakers. Even
from these limited demonstration studies, important general
characteristics can be extracted by performing a relative com-
parison between different face masks and their transmission
of droplets.
Results
We tested 14 commonly available masks or masks alterna-

tives, one patch of mask material, and a professionally fit-
tested N95 mask (see Fig. 2 and Table 1 for details). For ref-
erence, we recorded control trials where the speaker wore no
protective mask or covering. Each test was performed with
the same protocol. The camera was used to record a video of
approximately 40 s length to record droplets emitted while
speaking. The first 10 s of the video serve as baseline. In the
next 10 s, the mask wearer repeated the sentence “Stay
healthy, people” five times (speech), after which the camera
kept recording for an additional 20 s (observation). For each
mask and for the control trial, this protocol was repeated 10
times. We used a computer algorithm (see Materials and
Methods) to count the number of particles within each video.
The results of our mask study are depicted in Fig. 3 (A),
where we show the relative droplet count for each tested
mask. The data displayed with solid dots represent the out-
come of the same speaker testing all masks; the points and
error bars represent the mean value and distribution stand-
ard deviation, respectively, of the total droplet count normal -
ized to the control trial (no mask). For this speaker’s control
trial, the absolute droplet count was about 960. A graph with
corresponding logarithmic scale can be found in Supplemen-
tary Fig. S1. The data in Fig. 3 (A) displayed with a hollow
circle represents an average over four different speakers
wearing the same type of masks (surgical, cotton5, and ban-
dana); the values and error bars represent the mean value
and standard deviation of the average relative droplet count
from all four speakers. The additional speakers’ reference
counts for the control trial (no mask) were about 200, with
similar fractional variance to the main speaker (see Supple-
mentary Fig. S2 for details).
We measured a droplet transmission fraction ranging
from below 0.1% (fitted N95 mask) to 110% (fleece mask, see
discussion below) relative to the control trials. In Fig. 3 (B),

the time evolution of detected droplets is shown for four rep-
resentative examples (surgical, cotton5, bandana, and the
control trial) tested by the first speaker – the data for all
tested masks is shown in Supplementary Fig. S3. The solid
curves indicate the droplet transmission rate over time. For
the control trial (green curve), the five distinct peaks corre -
spond to the five repetitions of the operator speaking. In the
case of speaking through a mask, there is a physical barrier,
which results in a reduction of transmitted droplets and a
significant delay between speaking and detecting particles. In
effect, the mask acts as a temporal low pass filter, smoothens
the droplet rate over time, and reduces the overall transmis -
sion. For the bandana (red curve), the droplet rate is merely
reduced by a factor of two and the repetitions of the speech
are still noticeable. The effect of the cotton mask (orange
curve) is much stronger. The speech pattern is no longer rec-
ognizable and most of the droplets, compared to the control
trial, are suppressed. The curve for the surgical mask is not
visible on this scale. The shaded areas for all curves display
the cumulative particle count over time: the lower the curve,
the more droplets are blocked by the mask. Figure 3 (B)
shows the droplet count for the four masks measured by one
speaker; Supplementary Fig. S4 shows the data for all four
speakers using identical masks.
We noticed that speaking through some masks (particu-
larly the neck fleece) seemed to disperse the largest droplets
into a multitude of smaller droplets (see Supplementary Fig.
S5), which explains the apparent increase in droplet count
relative to no mask in that case. Considering that smaller par -
ticles are airborne longer than large droplets (larger droplets
sink faster), the use of such a mask might be counterproduc-
tive. Furthermore, the performance of the valved N95 mask
is likely affected by the exhalation valve, which opens for
strong outwards airflow. While the valve does not compro-

mise the protection of the wearer, it can decrease protection
of persons surrounding the wearer. In comparison, the per -
formance of the fitted, non-valved N95 mask was far superior.
Discussion
The experimental setup is very straightforward to implement,
and the required hardware and software are ubiquitous or
easily acquired. However, this simplicity does go along with
some limitations that are discussed here, along with routes
for possible improvements and future studies. Again, we
want to note that the mask tests performed here (one speaker
for all masks and four speakers for selected masks) should
serve only as a demonstration. Inter-subject variations are to
be expected, for example due to difference in physiology,
mask fit, head position, speech pattern, and such.
A first limitation is that our experimental implementation
samples only a small part of the enclosure and hence some
droplets that are transmitted through the masks might not
be registered in the laser beam. Similarly, the face of the
speaker is positioned with respect to the speaker hole by
aligning the forehead and chin to the box. The physiology of
each speaker is different, resulting in variations of the posi-
tion of the mouth relative to the light sheet. Hence, the
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droplet count reflects only a portion of all droplets, but as we
perform the experiment with same initial conditions for all
masks, the relative performance of the masks can be com-
pared. A speaker hole that is sealed around the face would
prevent the undetected escape of particles and ease compar -
ison between different speakers.
Second, the use of a cell phone camera poses certain lim-
itations on detection sensitivity, i.e., the smallest recogniza-
ble droplet size. To estimate the sensitivity, we consider the
light that is scattered by droplets passing through the laser
beam. The amount of light scattered into the camera direc-
tion depends on the wavelength of light, the refractive index
of the droplet, and its size (and shape). To estimate the light
scattering of droplets into the camera as a function of their
diameter we used the Python package PyMieScatt (12), which
is an implementation of Lorenz-Mie theory (see (13) for a re-
view). The result is visualized in Fig. 4. Panel (A) shows an
example of the scattering distribution for 532 nm light scat-
tered from a droplet of 5 μm diameter and a refractive index
of water (n=1.33). In this example, the particle size is substan-
tially bigger than the wavelength of the light (the so-called
Mie regime). Almost all the light is scattered into the forward
direction (0°) and very little into the direction of the camera
(indicated by the shaded green cone around 90°). For the
given camera acceptance angle, we display in Fig. 4 (B) the
estimated number of photons per frame scattered into the
cell phone camera aperture as a function of particle diameter.
By illuminating the camera directly with an attenuated laser
beam of known power, we determine the detection sensitiv-

ity. A minimum of about 75 photons (on a single camera
pixel) or about 960 photons (spread over several pixels) per
frame were required for the camera to detect a droplet (for
details on the detection characterization, see the supplemen-
tary materials). Both detection thresholds are indicated by
horizontal black lines in and the red shaded area in Fig. 4
(B). The more conservative detection threshold corresponds
to a minimum detectable droplet size of 0.5 μm. The main
limitation is the low collection efficiency of our small camera
aperture - we currently capture only 0.01% of the full solid
angle. An increased collection efficiency is possible with a
larger relay lens in front of the camera, but this would come
at the cost of a reduced field of view.
Third, the use of a single cell phone camera also limits the
achievable size resolution (currently 120 μm/pixel), given the
large field of view that is required to image as many droplets
as possible. This makes it unfeasible to directly measure the
size of small (aerosol) droplets in our setup. However, while
we cannot measure the size of droplets at or below the pixel
resolution, we can still detect and count the smaller droplets,
down to the sensitivity limit described above. For very large
particles, the limited dynamic range of the camera also poses
a challenge for determining the size, since pixels easily
saturate and hence distort the shape of the recorded droplet.
We want to point out that neither the limited pixel resolution
nor the saturation affect the particle counts presented in Fig.
3. Choosing a higher quality camera and a smaller field of
view, combined with a funnel setup to guide droplets toward
the imaging area, would reduce the minimum observable
size; so would approaches which use camera arrays to im-
prove resolution without sacrificing sensitivity or field of
view (14). Keeping in mind these sizing limitations, we can
still estimate the size distribution for the larger droplets (see
supplementary figure S5 for a qualitative size plot), which

presents some interesting observations such as the fleece per -
formance mentioned earlier.
We should point out that our experiments differ in several
ways from the traditional methods for mask validation, such
as filtration efficiency of latex particles. As is apparent from
the neck fleece study, liquid filtration (and subsequent parti -
cle size reduction) are more relevant than solid filtration. In
addition, our method could inform attempts to improve
training on proper mask use and help validate approaches to
make existing masks reusable.
In summary, our measurements provide a quick and cost-
effective way to estimate the efficacy of masks for retaining
droplets emitted during speech for droplet sizes larger than
0.5 μm. Our proof-of-principle experiments only involved a
small number of speakers, but our setup can serve as a base
for future studies with a larger cohort of speakers and checks
of mask performance under a variety of conditions that affect
the droplet emission rate, like different speakers, volume of
speech (15), speech patterns (16), and other effects. This
method can also test masks under other conditions, like
coughing or sneezing. Improvements to the setup can in-
crease sensitivity, yet testing efficiency during regular breath-
ing likely will require complementing measurements with a
conventional particle sizer. A further area of interest is the
comparison of mask performance between solid particles and
droplets, motivated by the observed liquid droplet breakup in
the neck fleece and mask saturation by droplets, necessitat-
ing exchange in regular clinical practice.
Materials and Methods
The optical setup we employed was recently used to demon-
strate expulsion of liquid droplets during speech and for
characterization of droplet residence times in air (1, 2). A
schematic of the setup is shown in Fig. 1. In short, a light

sheet was shined through an enclosure where light scattering
from particles traversing the light sheet was detected with
the camera. To form the light sheet, a cylindrical lens trans-
formed a green laser beam into an elliptical profile, which
was directed through the enclosure. The laser source was a
scientific pump laser (Millennia, Spectra-Physics; power 2 W,
wavelength 532 nm), but suitable green lasers of similar
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powers are available for less than US $100; the scientific la -
sers have better specifications (higher beam pointing and in-
tensity stability, better beam profile), but these advantages
are irrelevant in this application. The light sheet at the center
of the enclosure had a thickness of 4.4 mm and a vertical size
of 78 mm (Gaussian 1/e2 intensity beam widths). The enclo-
sure (L x W x H: 30 cm × 30 cm × 35 cm) was constructed out
of (or lined with) black material to minimize stray light. The
sides of the box had slits for entry and exit of the light sheet.
The front of the box had an 18 cm diameter hole for the
speaker – large enough for a person wearing a mask to speak
into the box but small enough to prevent the face (or mask)
from reaching the light sheet. In order to clear droplets from
the box between experiments, laminar HEPA-filtered air was
continuously fed into the box from above through a duct of
cross section 25 cm × 25 cm. The supplied air was being ex-
pelled through the light sheet slits and the speaker hole. A
slight positive pressure in the box cleared droplets and pre-
vented dust from entering into the box from outside. On the
back of the box, a cell phone (Samsung Galaxy S9) was
mounted at a distance of 20 cm from the light sheet. Using
the Android app “Open Camera” the frame size was set to
1920 × 1080 pixels, the focal distance to 20 cm, the exposure
time to 1/50 s, and the frame rate to 30/s. At this focal dis -
tance, each camera pixel recorded an area of 120 μm × 120
μm at the position of the light sheet.
For each trial, the camera recorded scattered light from
particles in the laser beam before the speech (~10 s), during
speech (~10 s), and for a period of droplet clearing (~20 s).
The speech consisted of five repetitions of the phrase “Stay
healthy, people,” spoken by a male test person with a strong
voice but without shouting. Each trial was repeated ten times
and the speaker drank a sip of water in between to avoid de-
hydration. Furthermore, for the masks that showed substan-

tial amounts of detected particles (knitted, cotton, fleece, and
bandana), we conducted additional tests by repeatedly puff-
ing air from a bulb through the masks, rather than speech
from an experimenter. These control trials with air puffs con-
firmed that we recorded droplets emitted by the speaker, not
dust from the masks.
The goal of the analysis is to compare the efficacy of dif-
ferent masks by estimating the total transmitted droplet
count. Toward this end, we need to identify droplets in the
video and discriminate between droplets and background or
noise. For convenience, analysis of the videos was performed
with “Mathematica” (Wolfram Research) but use of a com-
mercial package does not pose any general restriction since
almost every high-level programming language (e.g., Python)
offers the same functionality. From all videos, we removed a
weak background that originated from the light sheet itself
and from stray light and diffuse reflections from the experi -
menter’s face. We then binarized all frames with a common
threshold that discriminates between scattered light from
droplets and background signal and/or noise. Then, a feature
detection algorithm is applied to each frame, which returns
the center of mass positions, and major axis and minor axis
length of the best-fit ellipse for every droplet. Note that the
major and minor axis returned by the algorithm are not a
direct measure of the droplet size, but a measurement of the
amount of light scattered by the particle into the camera ap-
erture (binary diameter). Furthermore, the major axis length
is increased due to particle motion during the camera expo-
sure time. Due to the small dynamic range of the camera (8-
bit), most droplets saturate the camera. However, the axes
lengths returned by the algorithm can still be used for a qual -
itative droplet size estimation: a bigger droplet scatters more
light than a smaller droplet. This insight is important to in-
terpret the result of the neck fleece. The neck fleece has a

larger transmission (110%, see Fig. 3 (A)) than the control
trial. We attribute this increase to the neck fleece dispersing
larger droplets into several smaller droplets, therefore in-
creasing the droplet count. The histogram of the binary di -
ameter for the neck fleece supports this theory (see Suppl.
Fig. S5).
If a droplet passes through the light sheet in a time
shorter than the inverse frame rate, it will appear only in a
single video frame. However, if the droplet spends more time
in the light sheet, the droplet will appear in multiple frames.
To avoid double-counting droplets in consecutive frames, we
use a basic algorithm to distinguish between single-frame
particles and multi-frame trajectories. The algorithm com-
pares the distance between droplets in consecutive frames
and assigns two droplets to a trajectory if their distance is
smaller than a threshold value or counts them as individual
droplets if their distance is larger than the threshold. The
threshold value was empirically chosen to be 40 pixels. An
example result of the algorithm is shown in Supplementary
Fig. S6, which shows a projection of 10 consecutive frames.
Every droplet recognized by the algorithm is highlighted by
an ellipsoid, labeled with the frame number. Droplets that
belong to the same trajectory are highlighted in the same
color.
REFERENCES AND NOTES
1. V. Stadnytskyi, C. E. Bax, A. Bax, P. Anfinrud, The airborne
lifetime of small speech
droplets and their potential importance in SARS-CoV-2
transmission. Proc. Natl.
Acad. Sci. U.S.A. 117, 11875–11877 (2020).
doi:10.1073/pnas.2006874117
Medline

2. P. Anfinrud, V. Stadnytskyi, C. E. Bax, A. Bax, Visualizing
Speech-Generated Oral
Fluid Droplets with Laser Light Scattering. N. Engl. J. Med.
382, 2061–2063
(2020). doi:10.1056/NEJMc2007800 Medline
3. N. L. Belkin, The evolution of the surgical mask: Filtering
efficiency versus
effectiveness. Infect. Control Hosp. Epidemiol. 18, 49–57
(1997).
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4. A. S. Dharmadhikari, M. Mphahlele, A. Stoltz, K. Venter, R.
Mathebula, T. Masotla,
W. Lubbe, M. Pagano, M. First, P. A. Jensen, M. van der Walt,
E. A. Nardell, Surgical
face masks worn by patients with multidrug-resistant
tuberculosis: Impact on
infectivity of air on a hospital ward. Am. J. Respir. Crit. Care
Med. 185, 1104–1109
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(WHO Reference Number:
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Organization, 2020).
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Shenoy, Universal Masking in
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(2020).
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Schünemann, COVID-19
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authors, Physical
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person
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Leung, D. K. Milton, B. J.
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and facial protection: A
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Grant, S. Guha, Aerosol

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38808-z Medline
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Bouvier, W. D. Ristenpart,
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ACKNOWLEDGMENTS

We thank Mathias Fischer for providing the sketch in Fig. 1,
and Shannon Eriksson
and Jake Lindale for valuable discussions. Funding: This project
has been made
possible in part by grant number 2019-198099 from the Chan
Zuckerberg
Initiative DAF, an advised fund of Silicon Valley Community
Foundation, and by
internal funding from Duke University through the Advanced
Light Imaging and
Spectroscopy (ALIS) facility. Author contributions: M.C.F. and
E.P.F. performed
the experiments, D.G. performed the data analysis, I.H. and
E.W. procured the
masks, and W.S.W. provided expertise. M.C.F supervised the
project. All authors
were involved in data interpretation and manuscript preparation.
Competing
interests: A US provisional patent application has been filed by
Duke University
on 6/12/20. The authors of the current manuscript are identical
to the inventors
on the patent application. The patent information is as follows.
Title: “Optical
Method to Test Efficacy of Face Masks”; Inventors: Martin
Fischer, Emma
Fischer, David Grass, Warren Warren, Isaac Henrion, and Eric
Westman;
Application number: 63/038331. The authors declare no other
competing
interests. Data and materials availability: All data needed to
evaluate the
conclusions in the paper are present in the paper and/or the
Supplementary
Materials. All raw movie files are available freely at the Duke

Research Data
Repository at https://doi.org/10.7924/r4kp81n9j.
SUPPLEMENTARY MATERIALS
advances.sciencemag.org/cgi/content/full/sciadv.abd3083/DC1
Submitted 12 June 2020
Accepted 22 July 2020
Published First Release 7 August 2020
10.1126/sciadv.abd3083
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http://dx.doi.org/10.1164/rccm.201107-1190OC

http://dx.doi.org/10.1056/NEJMp2006372
http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?c md=Retrieve&d
http://dx.doi.org/10.1016/S0140-6736(20)31142-9
http://dx.doi.org/10.1038/s41591-020-0843-2
http://dx.doi.org/10.1016/j.jhin.2013.07.011
http://dx.doi.org/10.1111/head.13811
http://dx.doi.org/10.1021/acsnano.0c03252
http://dx.doi.org/10.1016/j.jqsrt.2017.10.012
http://dx.doi.org/10.1038/s41598-019-38808-z
http://dx.doi.org/10.1371/journal.pone.0227699
https://doi.org/10.7924/r4kp81n9j
Fig. 1. Schematic of the experimental setup. A laser beam is
expanded vertically by a cylindrical lens and

shined through slits in the enclosure. The camera is located at
the back of the box, a hole for the speaker
in the front. The inset shows scattering for water particles from
a spray bottle with the front of the box
removed. Photo Credit: Martin Fischer, Duke University.
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Fig. 2. Pictures of face masks under investigation. We tested 14
different face masks or mask

alternatives and one mask material (not shown). Photo Credit:
Emma Fischer, Duke University.
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Amy
Highlight
Table. 1. Face masks under investigation. This table lists the
investigated face masks, mask alternatives, and mask
material (masks are depicted in Fig. 1). Masks marked with an

asterisk (*) were tested by four speakers, all others by
one speaker.
Mask, Name Description
1, ‘Surgical’ * Surgical mask, 3-layer
2, ‘Valved N95’ N95 mask with exhalation valve
3, ‘Knitted’ Knitted mask
4, ‘PolyProp’ 2-layer polypropylene apron mask
5, ‘Poly/Cotton’ Cotton-polypropylene-cotton mask
6, ‘MaxAT’ 1-layer Maxima AT mask
7, ‘Cotton2’ 2-layer cotton, pleated style mask
8, ‘Cotton4’ 2-layer cotton, Olson style mask
9, ‘Cotton3′ 2-layer cotton, pleated style mask
10, ‘Cotton1’ 1-layer cotton, pleated style mask
11, ‘Fleece’ Gaiter type neck fleece
12, ‘Bandana’ * Double-layer bandana
13, ‘Cotton5′ * 2-layer cotton, pleated style mask
14, ‘Fitted N95’ N95 mask, no exhalation valve, fitted
‘Swath’ Swath of mask material, polypropylene

‘None’ * Control experiment, no mask
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Highlight
Fig. 3. Droplet transmission through face masks. (A) Relative
droplet transmission through the

corresponding mask. Each solid data point represents the mean
and standard deviation over 10 trials for the
same mask, normalized to the control trial (no mask), and tested
by one speaker. The hollow data points are
the mean and standard deviations of the relative counts over
four speakers. A plot with a logarithmic scale is
shown in Supplementary Fig. S1. (B) The time evolution of the
droplet count (left axis) is shown for
representative examples, marked with the corresponding color
in (A): No mask (green), Bandana (red), cotton
mask (orange), and surgical (blue – not visible on this scale).
The cumulative droplet count for these cases is
also shown (right axis).
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Highlight
Fig. 4. Light scattering properties. (A) Angle distribution
(scattering phase
function) for light scattered by a water droplet of 5 μm diameter
for
illumination with green laser light. Note the logarithmic radial
scale. 0° is the
forward direction, 180° the backward direction. The camera
records at
around 90°, indicated by the green segment (not to scale). (B)
Calculated
number of photons recorded by the camera in one frame as a
function of the
droplet diameter. The red shaded area and the two solid lines
indicate the
detection thresholds of the camera. For ideal conditions (all
photons impinge
on a single pixel), the camera requires at least about 75 photons
per frame
corresponding to a droplet diameter of 0.1 μm; for photons
distributed over
multiple pixels, the threshold is around 960 photons and
correspond to a
diameter of 0.5 μm.
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Low-cost measurement of facemask efficacy for filtering
expelled droplets during speech
Emma P. Fischer, Martin C. Fischer, David Grass, Isaac
Henrion, Warren S. Warren and Eric Westman
published online August 7, 2020
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Format Guide for
Writing Hazard Specific Plan
Hazard Specific Plan

XXXXX Hazard Specific Plan2019
For Official Use Only. Portions of this document are
confidential and exempt from disclosure pursuant to Florida
Stat. §119.071(3). Do not copy or distribute without the
express written permission of the Director of the
Palm Beach County Division of Emergency Management
Page 2 of 14
Promulgation Statement
Submitted herein is the Severe Weather Hazard Specific Plan,
which serves as a hazards specific plan in support of the Palm
Beach County Comprehensive Emergency Management Plan
(CEMP). This Hazard Specific Plan supersedes any previous
plan promulgated for this purpose. This plan establishes the
framework defining the implementation and coordination of
incident objectives in response to a severe weather event, i.e.,

thunderstorms, lightning, hailstorms, and straight-line winds.
The two (2) Severe Weather Hazards drought and extreme heat
each have their own hazard specific plan and should be sought
under separate cover.
This plan has been developed in support of the Palm Beach
County CEMP, following the guidance of the State of Florida
Comprehensive Emergency Management Plan, the National
Response Framework, and the National Incident Management
System. The efficient and effective implementation of this plan
is the responsibility of the Emergency Management Director or
his/her designee. A program of review and evaluation of this
plan is essential to its overall effectiveness.
This plan is hereby promulgated as of the sign date below.
_______________________________________________
__________________________
John Smith Date
Director
Division of Emergency Management

Table of Contents
Introduction 7
Purpose 7
Scope 7
Planning Assumptions 7
Authorities and References 7
Plan Maintenance 7
Preparedness (Hazard Identification) 7
Hazard Analysis (Primary Reference to the LMS) 8
Threat and Risk Analysis 8
Training and Exercise 8
Critical Facilities Statements 8
Response 8
Concept of Operations 9
Alerts, Notifications, and Protective Actions 9
Resource Management 9
Continuity of Government 9
Recovery 9
Short Term Recovery Issues 9
Long Term Recovery Issues 10
Mitigation 10
Record of Revisions 11
Acronyms 12
Attachments 14

Introduction
The Introduction contains the purpose, scope, planning
assumptions, in addition to the authorities and References. This
is in paragraph form, and should contain at least two-three
sentences for each idea (purpose, scope) while it may have to
have bulleted lists for the planning assumptions in addition to
the authorities and references.
The planning assumptions should list those factors that are
unique to this hazard. Possibly one should consider the nature
and timing of the incident caused by the hazard, as well as those
found in the research of other plans that have been researched,
as well as information developed from hazard research.
The Section Introduction contains the following elements:
(please type below header)Purpose
Discuss Purpose
Scope
Provide Scope
Planning Assumptions
Include Assumptions
Authorities and References
Indicate Authorities & References
Plan Maintenance
This paragraph should describe how the plan will be maintained,
reviewed and assign responsibility to the section to insure the
examination and analysis occurs.
Preparedness (Hazard Identification)

The Preparedness section (Hazard Identification) involves two
(2) related sections, and may be completed in paragraph form.
The first part is the analysis of the hazard, and should contain a
synopsis of the LMS hazard information.
Hazard Analysis
These paragraphs should identify the geographic area (usually
the entire county), population (including a comment on special
needs population, as well as any other additional unique
characteristics of the effected population.) This section would
also include any information concerning livestock, or other
animal populations. One may want to include socio-economic
information if appropriate.
Within this section, include a detailed description of the hazard
characteristics for each of the specific hazards identified within
the category, for example, severe weather would include
extreme temperatures, as well as lightning and thunderstorms,
winds, and drought. This section is developed by the
elucidation of these hazards, and the hazards conditions.
Threat and Risk Analysis
A threat and risk analysis should also appear within this
section. The section should include detection, evaluation, and
classification issues. The section also should discuss protective
actions, as well as levels of activation.
Training and Exercise
This paragraph communicates how training and exercises are to
occur. It potentially could include professional courses, courses
put on through FDEM, as well as available seminars. Exercise
is an important aspect of the professional. Through exercises,
after action reviews, as well as corrective action plans this plan
may be modified through the input of partner agencies. The
plan should be included in any overall training and exercise
plans put forth by the division.
Critical Facilities Statements
Identify specific critical facilities and infrastructure
components that may be impacted by the hazard, or support the

mitigation of the impacts of the hazard. Consider inclusion of
graphic displays and other pertinent geographic locator info.
Response
The response section of the plan identifies how the hazard
incident is elevated to the level that EM is brought into the
incident. It includes alerts, and notifications that will be made
by the EOC, in addition to any protective actions that might
emanate from the EOC in consultation with the incident team or
the EPG. Resource management and continuity of government
are mentioned if the incident escalates to point of EOC
Activation.
Concept of Operations
The concept of operations paragraph(s) should contain such
items as a general statement concerning operations and ICS, the
major agencies involved (or who may become involved as the
situation escalates) in addition to the EOC activation
levels.Alerts, Notifications, and Protective Actions
These parts of this section discuss the alert and notifications
necessary should the incident escalate. It should include both
partner agencies, involved municipalities, as well as the general
population. How notifications are to be accomplished should be
included (dialogic), as well as a PIO in addition to the
activation of a JIC role if appropriate. Who is notified, what is
the information provided, (also by whom), how is the
information distributed, and what resources are used should be
included here.
Protective actions should be discussed for the effected
population (evacuation, evacuation in place, etc.) Include any
special considerations, for example, quarantine, and how this
would be accomplished is included as well.
Resource Management
Resource Management is an important issue to be included
within this section. To what extent shall the Logistics Section
become involved, and how will the transition up the Levels of
Activation change the Logistics role is an element that needs
clarification. Development of the resource management should

include references to the CEMP.
Continuity of Government
This concept should be addressed, and triggers identified here
and their relationship to the CEMP is at the core of this issue.
Recovery
Recovery should include both short term recovery concepts, as
well as long term recovery and post disaster redevelopment
issues. Both need mention in this section, but may be done in
paragraph style.
Short Term Recovery Issues
This section follows the Recovery Plan’s and Damage
Assessment SOG concepts, initially the discussion concerns
Rapid Assessment, Initial Damage Assessment, and Primary
Damage Assessment as the progression of assessments.
Long Term Recovery Issues
If the disaster is of sufficient magnitude, the PRDP should be
identified here as the document with primacy in such a disaster.
The PRDP influence discussion and relevancy to the disaster
should be elucidated in this section.
Mitigation
Mitigation is any sustained action that reduces or eliminates the
risk to people and property. This section should identify
mitigation initiatives and ongoing efforts at the federal, State,
local and individual levels to lessen the impact of disasters
upon our lives.
Record of Revisions
This chart is on its own page. List changes made to document
and authorize the revisions. The Date indicates when the record
of change was accomplished. For example, it may be as the
result of a Corrective Action Plan that was developed from an
After Action Report as a result of an exercise. The Record of
Change is a brief summary of the change to the plan, followed
by the Responsible person (who developed the change, and
pursued the change along the chain of command.

Example of Revision Record Table:
Date
Record of Change
Responsible Person
Page #

Acronyms
A listing of the acronyms used should be here:
ALF Assisted Living Facility
ARES Amateur Radio Emergency Services
CEMP Comprehensive Emergency Management Plan
CEOC County Emergency Operations Center
CERT Community Emergency Response Teams
COOP Continuity of Operations Plan
DTAP Disabled Transportation Assistance Plan
DCA Florida Department of Community Affairs
DEM Palm Beach County Division of Emergency
Management
DEP Florida Department of Environmental Protection
DMAT Disaster Medical Assistance Team
DRC Disaster Recovery Center
EAS Emergency Alert System
ECO Emergency Coordinating Officer
EIC Emergency Information Center
EMS Emergency Medical Services
EOC Palm Beach County Emergency Operations Center
EPG Executive Policy Group
EPZ Emergency Planning Zone
ESATCOM Emergency Satellite Communications System
ESF Emergency Support Function
FAC Florida Administrative Code
FDEM Florida Division of Emergency Management
FDLE Florida Department of Law Enforcement
FEMA Federal Emergency Management Agency
FEPA Florida Emergency Preparedness Association
FOG Field Operations Guide

GIS Geographic Information System
HAZMAT Hazardous Materials
HSP Hazard Specific Plan
IAP Incident Action Plan
IC Incident Commander
ICP Incident Command Post
ICS Incident Command System
IMT Incident Management Team
JIC Joint Information Center
JIS Joint Information System
LMS Local Mitigation Strategy
LSA Logistical Staging Area
MACC Multi Agency Coordination Center
NFIP National Flood Insurance Program
NHC National Hurricane Center
NIMS National Incident Management System
NRP National Response Plan
NWS National Weather Service
PBCFR Palm Beach County Fire Rescue
PBCSO Palm Beach County Sheriff’s Office
PIO Public Information Officer
RIAT Rapid Impact Assessment Team
ROC Recovery Operations Center
RRT Rapid Response Team
SAR Search and Rescue
SpNS Special Needs Shelters
SEOC State Emergency Operations Center
SERT State Emergency Response Team
SFWMD South Florida Water Management District
SMAA Statewide Mutual Aid Agreement
SO Safety Officer
SOG Standard Operating Guideline
SWA Solid Waste Authority
SWP State Warning Point
UC Unified Command
VRC Volunteer Reception Center

WCD Water Control Districts
Attachments
Attachments will vary per plan
1) Attachment 1A: Sample Conference Call Agenda
2) Attachment 2: Dialogic Emergency Notification Message
3) Attachment 3: Press Release for Notification of the Public
4) Attachment 4: Shelter Locations
5) Attachment 5: Critical Facility Map
ADD ASSIGNMENT TITLE, ALL CAPS, CENTERED,
by
Add First Name MI. Last Name
FACULTY NAME, JESSE SPEARO, PhD, CEM, FPEM, FMI
Nova Southeastern University
Disaster and Emergency Management Program
DEM5055: Emergency Management Planning and Evaluation
Add Date
“State assignment question here”
This is the body of your work. Please be sure to identify and
address all the requirements of the assignment question. Use
proper APA for ALL in-text citations. If you read something
and use it in your writing – CITE IT. If you are unsure of APA,
refer to the following online resource:
https://owl.english.purdue.edu/owl/section/2/. You are also
highly encouraged to purchase the following to assist you:
https://www.amazon.com/Publication-Manual-American-
Psychological-
Association/dp/1433805618/ref=sr_1_1?ie=UTF8&qid=1518386
218&sr=8-
1&keywords=APA+guide&dpID=41HoczBHr2L&preST=_SY29
1_BO1,204,203,200_QL40_&dpSrc=srch
References

(References should be single-spaced, with a double-space
between entries. Use hanging indent)
Here are some APA reference examples to help:
Drabek, T. (1987). The professional emergency manager:
Structures and strategies for success. Boulder: University of
Colorado Institute of Behavioral Science.
Drabek, T. (1991). The evolution of emergency management. In
T. E. Drabek & G. J. Hoetmer (Eds.), Emergency management:
Principles and practice for local government (pp. 3–29).
Washington, DC: International City Management Association.
Eagelson, R. (2001). Model of professionalism. Wyoming
Nurse, 14(2), 5–12.
Emergency Management Accreditation Program. (2015). EMAP
accredited programs. Retrieved from
http://www.emap.org/index.php/what-is-emap/who-is-accredited
Erramilli, B. P., & Waugh, W. (2014). Benchmarks and
standards for emergency management in India and the United
States. In A. Farazmand (Ed.), Crisis and emergency
management: Theory and practice (pp. 633–644). Boca Raton,
FL: CRC Press.
Evetts, J. (2011). Sociological analysis of professionali sm: Past,
present and future. Comparative Sociology, 10(1), 1–37.
Florida Emergency Preparedness Association, (2014a). The
purpose of FEPA. Retrieved from http://fepa.org/about-us
Federal Emergency Management Agency. (2007). Principles of
emergency management. Retrieved from:
http://www.fema.gov/media-library-data/20130726-1822-25045
-7625/principles_of_emergency_management.pdf

Federal Emergency Management Agency. (2013). FEMA: About
the agency. Retrieved from https://www.fema.gov/about-agency
PAGE
Master of Science in Disaster & Emergency Management
DEM 5055 - Disaster Planning and Evaluation
I. Course Information
Course : DEM 5055 - Disaster P lanning and Evaluation
Se me ste r Cre dit Hours: 3.0
Course CRN and Se ction: 50584 - L01
Se me ste r and Ye ar: Summer I 2021
Course Start and End Date s: 05/03/2021 - 08/08/2021
B uilding and Room: Online Venue - CANVAS
II. Course Management Team
Course Dire ctor:
Dr. Jesse P. Spearo, CEM, FP EM, FMI
[email protected]
239-309-5132
III. Class Schedule and Location
Day Date Time Location Building/Room
05/03/2021 -
08/08/2021
Programs On-
line
Online Venue-

CANVAS
W 05/03/2021 -
08/08/2021
8:00 PM - 9:00
PM
Programs On-
line
Online Venue-
CANVAS
IV. Course Description
This course will address a critical component required of all
emergency managers, that of developing and
evaluating plans for disasters as well as community events, both
large and small scale. The fundamental
components of different types of plans, as well as required
FEMA forms for planning and reporting, will be
covered. Students will learn to prioritize planning efforts
through methods such as assessing current
strengths, needs, gaps, assets, and infrastructure capabilities in
order to integrate and coordinate efforts
among government agencies and multi-jurisdictional efforts.
Students will develop part of a plan as their
final project. P re-requisite DEM 5050. (3 credit hours)
Course Goals:
Course Goals: In view of the constant changes in emergency
preparedness, this course is designed to
provide knowledge, concepts and skills to equip first responder
professionals and others in social and health
related professions with a basic background and knowledge set
in planning, preventing, protecting against,
responding to, and recovering from emergencies involving large

scale infectious disease outbreaks, and
chemical, biological, radiological, nuclear, or explosive
weapons. Emergency preparedness planning,
response and recovery require an interprofessional team
approach involving law enforcement, fires service,
public utilities, public health, education, social and health
professions, and volunteer groups from every
sector in society. Students will gain insights into effective
communication with the public health system, the
community, the state, and federal agencies. This course will be
interactive and focused on preparing
individuals to begin work in this discipline
Generated: 5/6/2021 Page 1 of 6
Course Information:
Course Structure and Requirements: This course is designed for
criminal justice, child protective services,
and disaster and emergency management students and is self-
directed. As a level 5000 Masters Course,
there is an expectation for you to complete your assignments
with in-depth thinking and on time. You are
most likely to succeed if you keep up with the weekly readings,
discussions and individual projects. You will
have an assignment due at the end of each week. This will
encourage you to stay on top of the material
and also will help the flow of discussion and questions if
everyone is relatively at the same place in the
syllabus throughout the duration of the course. The course has a
consistent set of expectations. There will
be an overview each week under the course Content on Canvas.
This overview will provide a breakdown
of the readings, assignments, and content on Canvas that is
required for the week. You are welcome to

turn in assignments early. If at any time you are having
difficulty with the material, use the Canvas forum
to discuss your questions with fellow classmates. You may find
that other students have similar questions. I
will check the forum periodically and jump into the discussion
when it seems necessary. Students will be
provided with resource materials derived from multi-
disciplinary agencies that are responsible for all-
hazards preparedness as well as sources of information that
provide access to data, current research, and
on-going developments in this area of interdisciplinary
emergency management.
V. Course Objectives / Learning Outcomes
1. Design planning goals for mitigation, preparedness, response
and recover.
2. Assess the link between the emergency planning process and
community preparedness.
3. Understand the various preparedness plans utilized by
communities today.
4. Choose planning targets for evacuation, including vulnerable
population and special facilities.
5. Estimate resources and time requirements for protective
actions.
6. Evaluate the planning process for operational continuity.
7. Demonstrate how to draft a continuity operations plan.
Course Obje ctive s: Course Learning Objectives:
The students will: 1) Discuss the advantages and obstacles of
disaster preparedness and planning DEM
5055 Dr. Jesse P. Spearo Summer 2021 2) Analyze how
vulnerability assessment, planning and data
analysis can aid in limiting loss of life and property destruction
3) Learn the format and content of an
Emergency Operations P lan (EOP ) 4) Discuss the components
of a local, state or national plan 5)

Identify the individuals or organizations that should be involved
in the planning process 6) Identify
strategies to ensure an effective and productive emergency
planning team 7) Identify the types of support
available and required for response and recovery 8) Discuss the
importance of exercising your EOP 9)
Learn how to activate plans 10) Discuss the purpose of a plan
maintenance program 11) Discuss the
levels and types of emergency notification for your community
12) Create a standardized framework for
communications and common operating picture 13) Discuss the
appropriate protective measures to match
the need 14) Evaluate the planning process for operational
continuity 15) Develop a Hazard Specific P lan
(HSP ).
Core Compe te ncie s:
P rogram Core Competencies Addressed During this Course:
The course will define the interdisciplinary
roles and responsibilities of professionals, paraprofessionals,
and volunteers in all-hazards emergency
planning, response, mitigation, and recovery. In view of the
constant changes in emergency preparedness,
this course is designed to provide knowledge, concepts and
skills to equip first responder professionals and
other social and health related professions with a background in
planning, preventing, protecting against,
responding to, and recovering from acts of bioterrorism and all-
hazards events. Given the role of public
health, social service professionals, and emergency responders
in preparedness, students will gain insights
into effective communication with the health system, the
community, and state and local agencies.
VI. Materials and Resources
B ook Url: NSU Book Store
Course Re quire d Te xts and M ate rials:

Required Texts: 1. Canton, L.G. (2020). Emergency
Management: Concepts and Strategies for effective
programs, 2 nd ed. Wiley: Hoboken, New Jersey. ISBN: 978-
1683670001
http://nsubooks.bncollege.com/webapp/wcs/stores/servlet/TBLis
tView?cm_mmc=RI-_-298-_-A-_-
1&catalogId=10001&storeId=10055&langId=-
1&;termMapping=Y&courseXml=<?xml version="1.0"
encoding="UTF-8"?><textbookorder> <courses><course
dept="DEM" num="5055" sect="L01" term="202150" />
</courses> </textbookorder>
2. FEMA CP G 101 Developing and Maintaining Emergency
Operations P lan, Version 2
https://www.fema.gov/media-library/assets/documents/25975
3. FEMA Training Course: IS-235.c Emergency P lanning:
https://training.fema.gov/is/courseoverview.aspx?code=IS-235.c
DEM 5055 Dr. Jesse P. Spearo Summer
2021
4. FEMA Training Course: IS-547.a Introduction to Continuity
of Operations:
https://training.fema.gov/is/courseoverview.aspx?code=IS-546.a
5. FEMA Training Course: IS-453 Introduction to Homeland
Security P lanning:
https://training.fema.gov/is/courseoverview.aspx?code=IS-453
6. FEMA Training Course: IS-15.B: Special Events Contingency
P lanning for P ublic Safety Agencies:
https://training.fema.gov/is/courseoverview.aspx?code=IS-15.b
7. FEMA Training Course: IS-362.A: Mulit-Hazard Emergency
P lanning for Schools:
https://training.fema.gov/is/courseoverview.aspx?code=IS-362.a
Students are required to read assigned

sections from the texts and other readings and slide
presentations, which will be posted in the weekly
modules throughout the term.
VII. Course Requirements
The exam will cover assigned readings and assignments.
Written examination questions will be
derived from the lectures, discussions, online chats, the
required readings. Exams format will vary. Exams
are intended to measure the course learning objectives as listed
above. Students failing to complete the
exams by the posted due date and time will receive a “0” ZERO
unless prior permission in granted.
Discussion Boards:
I also want to specifically highlight the Discussion Board
Forums which are designed to allow you the
opportunity not only network with other students, but to share
some of your experiences, thoughts, and
ideas with one another in a way that I believe greatly enhances
your academic and professional learning.
You are required to make one initial post and then respond to
the posts of two other classmates. In addition
to responding to two other classmates, you are required to
respond to ALL posts directed towards
you. Failure to participate actively in the Discussion Boards
will in reduced grading.
VIII. Assignments
Weekly Assignments: ? Week 1: Introductions – May 5, 2021 o
P ost a short introduction of yourself (what
you do, why you are interested in this course, what degree
program you are in, etc.) (5 pts.) o Introduction
due May 12 o Read: Canton (2020) Chapters 1, 2, & 3. DEM
5055 Dr. Jesse P. Spearo Summer 2021 ?

Week 2: Emergency Management in Review – May 12 o Read:
Overview of the National P lanning
Frameworks: https://www.fema.gov/media-library-
data/1466016288879-
63f68f6dced909f08cf8687deaa8e718/Overview_of_National_P
lanning_Framewor ks.pdf o Discussion
P ost #1 (500 words): Emergency Management P erspectives.
Due May 19. (5 pts.) ?
Week 3: FEMA National P lanning Frameworks – May 19 o
Take FEMA Training Course: IS-235.c
Emergency P lanning:
https://training.fema.gov/is/courseoverview.aspx?code=IS-235.c
o Course
completion certificate due June 2. (5 pts) o Read: Canton (2020)
Chapters 4 & 5 ?
Week 4: Establishing the Emergency Management P rogram –
May 26 o Read FEMA CP G 101: o
Discussion P ost 2 (500 words): What is the significance of a
unified planning strategy? (5 pts) o
Discussion P ost due: June 2 ?
Week 5: Assessing Risk – June 2 o Read Canton (2020) Chapter
6 & 7. o Take FEMA Training Course:
IS-453 Introduction to Homeland Security P lanning:
https://training.fema.gov/is/courseoverview.aspx?
code=IS-453 o Course completion certificate due June 23. (5
pts) ?
Week 6: Developing P lanning Strategies – June 9 o View
website: Recovery o View website: Mitigation o

Read: Canton (2020) Chapters 8, 9, 10. o Discussion P ost 3
(500 words): P lans. (5 pts) o P ost due June
16 ?
Week 7: Local P lanning Documents – June 16 o Read posted
article: Local Emergency P lans ?
Week 8: Mid-term (25 pts) – June 23 o Exam must be submitted
by 11:59 pm on July 3 o Read posted
article: The Right Fit? ?
Week 9: Midterm Break: NO CLASS – June 30 o Read Canton
(2020) Chapters 7 & 8. o Take FEMA
Training Course: IS-362.A: Mulit-Hazard Emergency P lanning
for Schools o Course completion
certificate due July 14. (5 pts) ?
Week 10: P lanning Methods – July 7 o Take FEMA Training
Course: IS-547.a Introduction to Continuity
of Operations o Course completion certificate due July 14. (5
pts) o Discussion P ost 4 (5 Slides): HSP
Selection. (5 pts) ?
Week 11: Developing the Right Structure – July 14 DEM 5055
Dr. Jesse P. Spearo Summer 2021 o
Read Canton (2020) Chapters 11, 12. ?
Week 12 Hazard Specific P lanning Concepts – July 21 o Read
posted article: Special Events, Special
Challenges. o IS-15.B: Special Events Contingency P lanning
for P ublic Safety Agencies o Course
completion certificate due July 31. (5 pts) ?
Week 13: Annexes and Supporting P lans / P lan Review &
Maintenance – July 28 o Read posted article:

After Action Report o Read posted article: Improvement P
lanning ?
Week 14: Final P aper Discussions – August 4 o Write a 25
page Hazard Specific P lan. Include the core
planning concepts presented over the course of the semester. o P
resent Draft HSP ? Last Day of Term:
Final P aper Due (25%) – August 8 o Final must be submitted
by 11:59 pm ? You will have weekly
assignments that are due by SUNDAY at 11:59 pm of the
following week (e.g. assignment made available
on Monday, due the following Sunday). These will consist of a
combination of readings, power points, and
online courses/modules to familiarize you with the material that
will be discussed during the online chats.
The specifics of the assignments will be posted on that Week #
Assignment box. P lease review
assignments each week as they may be revised at times
throughout the course. Late submissions will be
penalized. ? Comprehensive Final P aper – Develop a Hazards
Specific P lan. This final will constitute
25% of your grade. General topics for final project must follow
the template provided. • Select a Hazard
from below (examples): ? Natural Hazards: Hurricanes, fires,
floods, tornados, invasive pest and diseases,
etc. ? Human Generated: Hazardous material, infrastructure
failure, terrorism, etc. ? Technological: P ower
Failure, cyber, transportation, nuclear, etc. The Final P aper is
to be completed by individual students. No
joint student projects are acceptable for this activity. The topic
selected by students must be submitted for
approval by Week 4. Your submission for approval should
consist of a 5 Slide P owerP oint and include: •
Full Title • Hazard • Jurisdiction • Specific Objectives •
Summary of what you will cover Final P apers are
to be a written 25-page Hazard Specific P lan. There will be no

extensions.
IX. Grading Criteria
Evaluation and Grading P olicy: Your grades will be based on
the following breakdown of requirements for
the course:
FEMA IS Courses 25%
Midterm 25%
Weekly Discussions 25%
Final P roject 25%
Total 100 %
Students will be required to pass two written examinations of
equal weight totaling 50% of their grade. The
mid term exam will cover assigned readings and assignments
from Week 1- 7. ? The Final P roject will
cover the assigned readings and work from Week 1-15. The
Final P roject template will be posted by the
midterm break. You will have until April 20, 2020 to complete
and upload the Final P roject. ? All grades
will adhere to the Dr. Kiran C. P atel College of Osteopathic
Medicine grading scale.
0 - 100 Scale Letter-Grade Scale ‘Quality P oints Scale’ 95 –
100 A 4.00 90 – 94 A- 3.75 87 – 89 B+ 3.50
83 – 86 B 3.00 80 – 82 B- 2.75 75 – 79 C+ 2.50 70 -74 C 2.00
FAIL F 0.00
X. Course Policies
Atte ndance :
Class Recording P olicy

Class content throughout this course may be recorded in
accordance with the NSU class Recording
P olicy. If class content is recorded, these recordings will be
made available to students registered for this
course as a supplement to the classroom experience. Recordings
will be made available to all students who
were registered to attend the live offering of the class,
regardless of a students’ section or discipline, or
whether the student is participating in the course online. If
recordings are intended to be accessible to
students or third parties who were not registered for the live
offering of the class, students’ personally
identifiable information will be removed or redacted from the
recording, unless (1) their written consent to
such disclosure was previously provided, or (2) the disclosure is
permissible in accordance with the Family
Educational Right and P rivacy Act (“FERPA”)
Students are prohibited from recording audio or video or taking
photographs in classrooms (including online
classes) without prior permission from the instructor or
pursuant to an approved disability accommodation,
and from reproducing, sharing, or disseminating classroom
recording to individuals outside of this course.
Students found engaging in such conduct will be in breach of
the Student Code of Conduct and subject to
disciplinary action.
Late Assignme nts:
Late Assignments:
P lease refer to the current NSU College of Osteopathic
Medicine Student Handbook. P lease refer to the
current NSU's Dr. Kiran C. P atel College of Osteopathic
Medicine Student Handbook.
Please refer to the current NSU's Dr. Kiran C. Patel College of
Osteopathic Medicine Student

Handbook.
XI. Course Schedule
Course Sche dule :
Course Schedule: WEEK# DATES TOP IC ASSIGNMENT
DUE DATE*
WEEK 1 May 5 Introductions & Expectations P ost a short bio
of yourself Assigned readings
WEEK 2 May 12 Emergency Management in Review Assigned
readings Assignment Discussion P ost
#1
WEEK 3 May 19 National P lanning Frameworks FEMA
Training Course: IS-235.c Emergency
P lanning
WEEK 4 May 26 Establishing a P rogram – Assigned readings
Assignment – Discussion P ost #2
WEEK 5 June 2 Risk Assessment Assigned readings IS-453
Introduction to Homeland Security
P lanning
WEEK 6 June 9 Developing P lanning Strategies Assigned
readings Assignment – Discussion P ost #3
WEEK 7 June 16 Local P lanning Documents Assigned readings
Assignment – Mid-term P aper
WEEK 8 June 23 Mid-term Exam Discussion Mid-term must be
submitted by 11:59 pm
WEEK 9 June 30 NO CLASS - Break P owerP oint slides
Assigned readings IS-362.A: Mulit-Hazard
Emergency P lanning for Schools DEM 5055 Dr. Jesse P.
Spearo Summer 2021
WEEK 10 July 7 P lanning Methods Assignment Due – Final
Topic. Assigned readings IS-547.a
Introduction to Continuity of Operations
WEEK 11 July 14 Developing the Right Structure Assigned
readings
WEEK 12 July 21 Hazard Specific P lanning Concepts Assigned
readings IS-15.B: Special Events

Contingency P lanning for P ublic Safety Agencies
WEEK 13 July 28 P lanning Annexes P lan Review,
Dissemination, and Maintenance Assigned readings
WEEK 14 August 4 Student P resentations & Final papers due P
resentations during class or papers due
Course End August 8 FINAL DUE Final must be submitted by
11:59 pm *Updated during Week 2 to
reflect any course changes
If you run into technical issues with course materials or access
to Canvas, contact the Nova Online
Computing Help Desk at 1-800-541-6682 ext. 24357 or
http://www.nova.edu/help/.

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