HM500 Crisis and Emergency ManagementUnit 5 DQTopic 1 Prepa

HM500 Crisis and Emergency Management
Unit 5 DQ
Topic 1: Preparedness for Terrorist Attacks
Since September 11, there has been a significant focus on
preparedness for terrorist attacks. The response to Katrina
highlighted significant shortcomings in response to the impact
of natural disasters. Based upon your text and outside readings,
what do you see as the improvements required to adequately
respond to terrorist threats and attacks, as well as hurricanes
like Katrina, earthquakes, and other natural disasters? Does
preparing for one emergency assist in preparing for the other
type of disaster? What organizations within the community
would you engage in preparing an emergency response plan to
both terrorist attacks and natural disasters?
Topic 1: Reply to Student #1 Below (Help the student, give
advice)
Courtney Wheeler
Terrorist attacks can be different than natural disasters, there is
a wide range of attacks that can happen. Emergency managers
should look at preparedness needs the community needs,
depending upon the consequences of the attack, what the
community can do to mitigate or prevent an attack from
happening, how the community should respond to attacks, and
what will be needed for the long-term recovery process
(Haddow, et al., 2021, pg. 405). With natural disasters, the best
thing is to be prepared for any level of disaster, what I mean by
this is there needs to be emergency plans for a level 4 or 5
hurricane, but a level 1 hurricane as well. I think that preparing
for one emergency disaster can help in preparing for future
disasters, you learn and experience things as they happen, and
you can take that knowledge into plans for future emergencies. I

would engage with emergency responders, neighboring
communities to get extra help, local TV networks to help get
information out about evacuation plans, hospitals, and the
American Red-Cross.
Haddow, D.G., Bullock, A.J. & Coppola, P.D.
(2021). Introduction to emergency management (7th ed).
Butterworth-Heinemann.
advice)
Matthew Burdette
Several improvements will be required to adequately respond to
terrorist threats and attacks, major hurricanes and earthquakes,
and other natural disasters. The shift from an “all hazards
approach” to a “single-hazard approach” was certain to cause
issues in the future as the focus seemed to be on the threat of
terrorist attacks and not on the possibility of other disasters
(Haddow et al., 2021). In the first 20 years of the reorganization
of DHS and FEMA, many issues arose particularly with
leadership roles and the chain of command. In other words, who
should be called during emergency situations and in what order,
and who is in control? According to Haddow et al. (2021),
Bush’s reorganization and creation of the new “Homeland
Security Presidential Directive” merged approximately 179,000
employees from 22 pre-existing agencies and programs into one
“cabinet-level” organization” (p. 14). The change was quite
sudden, and while many agencies remained as they were, most
were consolidated into four new programs (Haddow et al.,
2021). Changes were definitely needed since there had been no
major reorganization attempts since the Truman era; however,
the changes may have occurred too abruptly and may have pared
down departments too drastically. It also did not help that while
all of these agencies were getting used to their new roles and
responsibilities that the United States would experience such a

wave of continuous disasters. Part of the problem with previous
disasters would be a “too many cooks in the kitchen” cliché.
Haddow et al. (2021) explained that the biggest issue in any
scenario is deciding who is in charge and making the decisions.
With Hurricane Katrina, FEMA failed to allow local authorities
to establish and maintain the Incident Command. It became
clear that FEMA was unwilling to “bend the rules” during the
disaster. Many of the supplies and services were blocked
because FEMA claimed they had either not been requested or
had been incorrectly requested (Takeda & Helms, 2008). For a
response effort to operate effectively, the ICS must be
organized and be able to work with other agencies seamlessly
(Haddow et al., 2021).
Preparing for one emergency does help in preparing for other
types of disasters. Most mitigation attempts happen after a
disaster occurs. During this phase, communities and agencies
often discover what should have been done to prevent loss of
life and property damage. In retrospect, they can review what
worked and what did not and make changes as needed. For
instance, even though supplies were in place before Katrina hit,
there were not enough supplies. As a result, when Hurricane
Rita hit a few months later, agencies were better prepared to
respond. There were more supplies in place and an “incidence
of national significance” was declared. These things did not
happen until two days after Katrina (Select Bipartisan
Committee, 2006, p. 12). Furthermore, the Select Bipartisan
Committee (2006) continued to add that authorities sent 10,000
National Guardsmen to Texas while only 1500 were sent to
Louisiana. Reviewing and preparing for one emergency does
help in preparing for others.
FEMA’s “Whole Community Concept” employs every member
of a community which includes all people, every level of
government, organizations, businesses, groups, and more
(Haddow et al., 2021). To develop and Emergency Operations
Plan or EOP, I would begin with law enforcement and fire
departments who are most typically the first responders in any

incident. After that, I would involve health care facilities
locally, at first, and then bring in surrounding areas as needed
in the plan. Next, I would engage the local, state, and federal
governments. Finally, I would include the private sector
resources. As part of the EOP, I would develop Mutual Aid
agreements to be implemented as needed.
References
Haddow, G. D., Bullock, J. A., & Coppola, D. P.
(2021). Introduction to emergency management, 7th ed.,
Elsevier.
Martin, M. L., Jenkins, H. A., Mehring, B. B., & Ma, A. C.
(2011). All-Hazards, All Communities: An Approach to Disaster
Preparedness and Policy. The Journal of Race & Policy, 7(1),
26-41. https://libauth.purdueglobal.edu/login?url=https://www -
proquest-com.libauth.purdueglobal.edu/scholarly-journals/all-
hazards-communities-approach-
disaster/docview/1460166033/se-2?accountid=34544
Select Bipartisan Committee. (2006, February 15). A failure of
initiative: Final report of the select bipartisan committee to
investigate the preparation for and the response to Hurricane
Katrina, https://www.govinfo.gov/content/pkg/CRPT-
109hrpt377/pdf/CRPT-109hrpt377.pdf
Takeda, M. B., & Helms, M. M. (2006). "Bureaucracy, meet
catastrophe": Analysis of Hurricane Katrina relief efforts and
their implications for emergency response governance. The
International Journal of Public Sector Management, 19(4), 397-
411.http://dx.doi.org.libauth.purdueglobal.edu/10.1108/0951355
0610669211
CJ526 Unit5
Editing Exercises Instructions
This part of the Exam has two sections: 1) narrative citations,
spelling and grammar errors, and 2) references list. Your grade

will be based upon the proper APA formatting of citations,
listing of references, and correcting spelling and grammar
mistakes.
Section 1: In-Text Citations
The following excerpt and references are from a research paper
containing errors in formatting in-text citations, spelling,
grammar, and listing of sources. Using APA format, correct the
errors. You will need to refer to the list of sources provided in
Section 2 to correct the in-text citations. You should use the
APA Manual (7th edition) when making these corrections.
Corrections of the in-text citations should be made after any
incorrect citations. For example: (Smith and Jones, 2018)
(Smith & Jones 2018).
Disjuncture in Service: Are We Leaving Delinquent Girls
Behind?
Female juvenile delinquency have historically been ignored
both in theory and in practice. Recent growth in the number of
girls being arrested in the U.S. has garnered media fascination
with the purported new generation of “bad girls” and has
resulted in greater numbers of young women being incarcerated.
Evidence suggests that in many instances these girls face harsh
sentences as they’re behavior is considered alarming and
abnormal (Girls, Chesney-Lind and Shelden, 1998, p. 20;
Corpus Christi, Wise, 1999). In an article for the Corpus Christi
Caller-Times, Wise (1999) quoted Marsha Levick, an Attorney
with the Juvenile Law Center in Philadelphia, as saying:
There's still kind of a shock value at having these girls display
this type of behavior. They're more likely to face detention and
confinement because the system feels a greater need to
intervene and fix it. But the system doesn't do it well, because it
doesn't recognize [female juveniles] as a distinct population
with distinct needs. (Corpus Christi, Wise, 1999, C5.)
Girls remain on the periphery of mainstream criminological

inquiry, and in juvenile justice practice the unique
circumstances and needs of this growing population have been
virtually ignored. Acknowledging this disjuncture for the first
time, the United States Congress initiated hearings in 1992, as
part of the reauthorization of the Juvenile Justice and
Delinquency Prevention Act (1992), to address the specific
issues regarding girls within the Juvenile Justice System and the
need for gender-specific programming. While recent studies
have begun to shed light on guiding principles and promising
models for working with female juvenile offenders (“Defusing
the Time Bomb,” 1998 Chesney-Lind, 2001), very little
information exists on female delinquency programs currently
operating or the effectiveness of the services that they provide.
Historically, delinquency and juvenile justice research has
rarely focused on female offenders. The major criminological
explanations of delinquent behavior set forth during the first
three-quarters of the 20th Century primarily focused on male
offenders. Goodstein and Renzetti have noted that “when gender
was considered in criminological theory, it was often as a
‘variable’ in the testing of theories devised to explain boys’
behavior and delinquency” (p. 29). Theorists such as Thrasher
(1927), Sutherland (1929), Merton, and Shaw and McKay set
the tone for male-based criminological inquiry. “The silence
about girls in trouble has meant that the serious problems
bringing them into the system have also been ignored or
trivialized” (“Women, Crime and Justice” p. 27).
Recent research has begun to document the characteristics of
young female offenders (Belknap et al., 1997; Chesney-Lind &
Shelden, 1998; Acoca, 1998). Many problems facing girls in the
juvenile justice system parallel those faced by boys (Chesney-
Lind). It is not surprising to find that both delinquent girls and
boys confront multiple obstacles including lack of education,
impoverished and crime-ridden neighborhoods, gang violence,
lack of employment opportunities, and structural inequalities
(Ibid). Their are however differences in the types and degrees of
factors influencing the lives of girls and boys, as well as

differences in their reactions to these life events. The problems
facing girls and boys may in part be similar, but “they take on
special dimensions as a result of the way gender works in the
lives of young women” (Chesney-Lind, p. 381).
Section 2: References Page
Correctly format a references list using this information. You
should use the APA Manual (7th Edition) when constructing the
reference list. (Start a new correct list from these below)
References
A newspaper article that appeared in the Corpus Christi Caller -
Times written by Lindsay Wise on July 8, 1999 that was entitled
“Brutal Attack Highlights Crimes by Females: Society Learning
to Adjust to Crimes by Teen-Age Girls” found on page C5.
www.caller.com.
An article in Crime and Delinquency from volume 44, number 1
called “Defusing the Time Bomb: Understanding and meeting
the growing health care needs of incarcerated women in
America” on pages 49–69 written by Leslie Acoca in 1998.
https://doi.org/10.1177/0011128798044001005
An article by Joanne Belknap, Kristi Holsinger, and Melissa
Dunn published in 1997 in volume 77, number 4 of the Prison
Journal entitled “Understanding Incarcerated Girls: The Results
of a Focus Group Study” on pages 381–405. https://
doi/10.1177/0032855597077004003
An article by Meda Chesney-Lind published in the February-
March 2001 edition of the magazine Corrections Today entitled
“What about the girls? Delinquency Programming as if gender
mattered” on pages 381–405.
An article by Robert K. Merton published in 1938 in volume 3
of the journal American sociological review entitled “Social
Structure and Anomie” on pages 672 through 682.
https://doi/10.2307/2084686

A book published in 1942 by the University of Chicago Press in
Chicago, Illinois that was written by Clifford Shaw and Henry
D. McKay entitled “Juvenile delinquency and urban areas.”
A book published in 1924 by J.B. Lippincott in Philadelphia,
Pennsylvania that was written by Edwin H. Sutherland and
entitled Criminology.
A book published in 1927 by the University of Chicago Press in
Chicago, Illinois that was written by Frederic M. Thrasher and
entitled The gang.
A book published in 1998 by Wadsworth Publishing Company
in Belmont, California written by Randall Shelden and Meda
Chesney-Lind entitled Girls, Delinquency and Juvenile Justice.
A book published in 2001 by Roxbury Publishing Company in
Los Angeles written by Lynne Goodstein and Claire M. Renzetti
entitled Women, Crime, and Justice: Contemporary
Perspectives.
The Juvenile Justice and Delinquency Prevention Act as
reauthorized in 1992 and found in the United States Code, Title
42, Section 5633.
[Start reference list on next page]
CJ526 Academic and Professional Communications in Public
Safety
Unit 5 DQ for Topic 1, 2 and 3
Topic 1: Peer Review in Criminal Justice
How does the peer-review process apply in the workforce or
field of criminal justice? Provide examples to support your
position.
advice)
Antonio Custodio
Just like peer reviewing a paper with your peers the process is
refining and suggesting edits to your classmate or in this case a
coworker like in the criminal justice field reports are made or

even training bulletins, case studies or after-action reports on
incidents in the field such as an investigation or a briefing of an
event. So just as the process of reviewing and suggesting edits
on papers it can apply in the work force of criminal justice such
reviewing policies and procedures or written reports amongst
coworkers. Critiques happen within first responders such as
field tactics critiques and suggestions.
References:
· Mustaine, E. E., & Tewksbury, R. (2008). Reviewers’ Views
on Reviewing: An Examination of the Peer Review Process in
Criminal Justice. Journal of Criminal Justice Education, 19(3),
351–365.
· Backes, B. L., Fedina, L., & Holmes, J. L. (2020). The
Criminal Justice System Response to Intimate Partner Stalking:
a Systematic Review of Quantitative and Qualitative
Research. Journal of Family Violence, 35(7), 665–678.
https://doi-org.libauth.purdueglobal.edu/10.1007/s10896-020-
00139-3
advice)
Elizabeth De La Hoya
Hi everyone,
Peer-review process apply within the workforce or the field of
criminal justice in the matters that before any reports and/or
statement receive a final approve, that reports, or statements has
been reviewed and justify before a report and/or statement get
passed thorough to management (Bond, 2016). Peer-reviewed
editorials pieces are composed by researchers and scholars, w ho
work within those industries. Before any of those editorial’s
pieces are published by an academic journal, a panel of expert’s
researcher, scholars, and/or practitioners will examine the
presented editorials to confirm the attributes of the information
(Bond, 2016). And in this topic of discussion the experts would

in experts who are criminal justice discipline.
Bond, Mark (2016, January 17) Criminal Justice Scholar:
Understanding Peer-Reviewed Journal Articles
andragogytheory.com https://andragogytheory.com/2016/01/17/c
riminal-justice-scholar-understanding-peer-reviewed-journal-
articles/#:~:text=Peer%2Dreviewed%20articles%20are%20writt
en,quality%20of%20the%20information%20presented.
Topic 2: Communication
What types of things would you do in a professional setting to
communicate suggested writing changes or ideas without being
inconsiderate or without offending the recipient of your
suggestions?
advice)
Antonio Custodio
As I feel this is a common topic within fire and police with
making suggestions on changes or stating in a professional way
that there needs to be changes or that a certain policy or
procedure is not working. Some tactics would be to even write a
report on why changes should be made for a certain subject and
almost treat your thesis as why a subject should be changes and
write supporting facts and reasons on why you believe things
need to be changed or altered and write it in the way of such
that you are stating suggestions for revision and that you
yourself are willing to help. I feel stating ‘this needs to be
changed its not working’ and that is it without suggesting on
how and why and to not offer the help in my opinion will never
go over well in the professional setting. But rather state that a
certain subject within the work place may not be at its full
potential and state facts why and that you’re willing to help fix
or even revise a written report will be more welcomed in the
professional setting in my opinion.

References:
FACCHINETTI, R., VETTOREL, P., POPPI, F., FRANCESCHI,
V., & CALEFFI, P. M. (2020). OVERVIEWING RESEARCH
ON BELF COMMUNICATION STRATEGIES: From
professional practice to ELT materials. Lingue e Linguaggi, 38,
181–198.
Amati, M., Grignoli, N., Rubinelli, S., Amann, J., & Zanini, C.
(2019). The role of hope for health professionals in
rehabilitation: A qualitative study on unfavorable prognosis
communication. PLoS ONE, 14(10), 1–16. https://doi-
org.libauth.purdueglobal.edu/10.1371/journal.pone.0224394
advice)
Carlos Sells
What types of things would you do in a professional setting to
communicate suggested writing changes or ideas without being
inconsiderate or without offending the recipient of your
suggestions?
Professional communication is important in every setting. In
communication of things that are likely to upset the recipient, it
is prudent to use techniques that assure the recipient of their
due respect. The recipient needs to know that the messenger has
all the respect for them. Informing the recipient about a
correction in their writing is best done through a quiet
technique that will show them their mistake without any
embarrassment (Thill, Bovée, & Cross, 2005). In this regard,
writing on a piece of paper about the problem in the writing and
a correction below with an apology indicated for disturbance is
one of the best ways (Thill, Bovée, & Cross, 2005). This is a
great way of ensuring that the message is delivered to the
recipient, correction given and an apology also issued. I believe
that these three are important ingredients in pacifying the
recipient even when they have done a mistake that needs

corrections. Anyone can be criticized but taking all the criticism
is usually impossible because of the different ways in which
people criticize (Thill, Bovée, & Cross, 2005). Using writing to
express yourself in correcting another person is professional
enough because it shows that you have the best intention
towards the matter, which is correcting and not embarrassing
the recipient (Thill, Bovée, & Cross, 2005). I believe that
requesting for a private chat-time with the recipient is also a
great way of concealing what the person is about to tell the
recipient (Thill, Bovée, & Cross, 2005). It is wise to ensure that
the corrections are told privately for the recipient to reserve
their respect as well as learning on what to do to change the
situation. It is a technique that helps in concealing things that
can be changed and communicated in the best way.
Reference
Thill, J. V., Bovée, C. L., & Cross, A. (2005). Excellence in
business communication (p. 672). Upper Saddle River, NJ:
Pearson Prentice Hall.
Topic 3: The Editing Exercise
How did the editing exercise influence your views on your own
writing? Provide examples.
advice)
Antonio Custodio
These editing exercises did help me understand the importance
of review and revision and not just typing a paper and
submitting it right away, which I have been guilty of in past
classes. Editing and revision with peers in my opinion can only
improve your writing and never truly be a disadvantage in
writing in an academic or professional setting. Using
technology like spell check is always an obvious route but I feel
these exercises have made me appreciate the peer-to-peer
review with having at minimum one person review and make

suggests to my work.
References:
Yüce, E., & Aksu Ataç, B. (2019). Peer Editing as a Way of
Developing ELT Students’ Writing Skills: An Action
Research. Journal of Language and Linguistic Studies, 15(4),
1226–1235.
Hojeij, Z., & Hurley, Z. (2017). The Triple Flip: Using
Technology for Peer and Self-Editing of Writing. International
Journal for the Scholarship of Teaching and Learning, 11(1).
advice)
Elizabeth De La Hoya
During the seminar, the editing exercise got me thinking, “oh
shoot, I am going to fail”; “do I know what I am doing?” The
editing exercise made me really think about my paper and
helped me understand where my mistakes were, in terms of the
APA format. It helped show me how to make corrections to my
work. It helped me realize how much work I need to do too
good at it. I do not want to be perfect just to be able to
understand the citation process, there so much to remember.

HM500 Crisis and Emergency ManagementUnit 5 DQTopic 1 Prepa

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