Canton, L. G. (2007). Emergency management Concepts and strategie.docx

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Canton, L. G. (2007). Emergency management: Concepts and strategies for effective programs . Hoboken, NJ: Wiley. Chapter 2, “Emergency Management: A Social Science Perspective” National Commission on Children and Disasters. (2009). National commission on children and disasters, Interim report, October 14, 2009 . Retrived from http://cybercemetery.unt.edu/archive/nccd/20110426214349/http://www.childrenanddisasters.acf.hhs.gov/20091014_508IR_partII.pdf Sections 1–4 Sections 9–11 Steinberg, T. (2006). Acts of God: The unnatural history of natural disaster in America . New York, NY: Oxford University Press. Laureate Education, Inc. (Executive Producer). (2012h). Special populations [Video] . Baltimore, MD: Author. FEMA (Producer). (n.d.-c). Disability integration [Video file]. Retrieved from http://www.fema.gov/medialibrary/media_records/7506 Although disasters are generally random, the impact of an event can vary in severity depending on a variety of social factors. An individual’s socioeconomic status, age, physical abilities, language limitations, and even gender can play a role in the ability to respond to and recover from an incident. In emergency management, individuals who face additional challenges throughout the disaster cycle are referred to as “vulnerable populations,” “at risk populations,” or “special populations.” Special populations may include, but are not limited to, the following groups: Individuals with disabilities Seniors Individuals with hearing or visual impairments Pregnant women Children Individuals with special medical requirements Individuals with pets For this Discussion, view the media Special Populations located in this week’s resources, and conduct research on issues related to special populations during disasters. Also explore strategies to help reduce vulnerabilities of special populations during disasters. With these thoughts in mind: Post a description of two special populations and explain why they are especially vulnerable during disasters. Then explain two strategies for each special population to help reduce their vulnerabilities. ...

Education

language limitations, and even gender can play a role in the
ability to respond to and recover from an incident. In emergency
management, individuals who face additional challenges
throughout the disaster cycle are referred to as “vulnerable
populations,” “at risk populations,” or “special populations.”
Special populations may include, but are not limited to, the
following groups:
Individuals with disabilities
Seniors
Individuals with hearing or visual impairments
Pregnant women
Children
Individuals with special medical requirements
Individuals with pets
For this Discussion, view the media
Special Populations
located in this week’s resources, and conduct research on
issues related to special populations during disasters. Also
explore strategies to help reduce vulnerabilities of special
populations during disasters.
With these thoughts in mind:
Post
a description of two special populations and explain why they
are especially vulnerable during disasters. Then explain two
strategies for each special population to help reduce their
vulnerabilities.

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Chamberlain College of Nursing NR451: RN Capstone Course Capstone Project Milestone 2: Design for Change Proposal Guide lines Purpose You are to create a Design for Change proposal inclusive of your P ractice I ssue and Evidence Summary worksheet from your Capstone Project Milestone #1. Your plan is to convince your management team of a nursing problem you have uncovered and you feel is significant enough to change the way something is currently practiced. In the event you are not currently working as a nurse, please use a hypothetical clinical situation you experienced in nursing school, or nursing education issue you identified in your nursing program. Course Outcomes This assignment enables the student to meet the following course outcomes. • CO1: Applies the theories and principles of nursing and related disciplines to individuals, families, aggregates, and communities from entry to the healthcare system through long-term planning. (PO #1) • CO2: Proposes leadership and collaboration strategies for use with consumers and other healthcare providers in managing care and/or delegating responsibilities for health promotion, illness prevention, health restoration and maintenance, and rehabilitative activities. (PO #2) Due Date Milestone 2 consists of the proposal for your Design for Change Capstone Project. Submit this assignment to the Dropbox by the end of Week 4 . Points Milestone 2 is worth 225 points . Directions 1. Create a proposal for your Design for Change Capstone Project. Open the NR451_Milestone2_Design_Proposal_ template in Course Resources to create your paper . You will include the information from Milestone 1, your practice issue and evidence summary worksheet s , as you compose this proposal. Your plan is to convince your management team of a practice problem you have uncovered that is significant enough to change current practice . 2. The format for this proposal will be a paper following the Publication manual of APA 6 th edition. 3. The paper is to be four- to six-pages excluding the Title page and Reference page. 4. As you organize your information and evidence, include the following topics. a. Introduction: Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63). Introduce the reader to the plan with evidence-based problem identification and solution. b. Change Model Overview: Overview of ACE Star model; define the scope of the EBP; identify the stakeholders, and determine the responsibility of the team members. c. Evidence: Conduct internal and external searches of evidence; integrate and summarize the evidence summary worksheet from Milestone 1; develop a recommendation for change. d. Translation: develop a hypothetical action plan; include measurable outcomes, reporting to stakeholders; identify next steps and disseminate the findings. e. ...

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Challenges in Rebuilding and Reconstruction A small community is devastated by a flood, and the historic Main Street of the community suffers severe damages. The community has been experiencing economic hardship for the last decade and many argue that this disaster represents an opportunity to gentrify Main Street with parks, walkways, and bike paths. This reconstruction also offers an opportunity to improve the community’s economy with new buildings and businesses. However, there is a good deal of opposition to this plan because of the historical nature of Main Street. Opponents argue that the installation of walkways, bike paths, parks, and new buildings is incompatible with the historical nature of Main Street. The extent to which emergency managers and city officials decide to rebuild or reconstruct will vary depending on individual community needs. For this Discussion, review the Learning Resources for this week. Reflect on why historical properties and landscapes are important to people and communities. Consider the implications related to rebuilding and reconstructing after a disaster event specifically as it applies to historic structures. Post a brief explanation of two or three challenges that officials might face in deciding whether to rebuild or reconstruct historic and cultural structures after an emergency event. Be sure to use the Learning Resources and current literature to support your response. Phillips, B. D. (2015). Disaster recovery (2nd ed.). Boca Raton, FL: Taylor & Francis Group. Chapter 4, “Debris Management” (pp. 91-128) Chapter 6, “Historic and Cultural Resources” (pp. 163-194) ...

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