1
HAZARD MITIGATION PLANNING
MADE EASY!
A Simple and Easy Way to Develop Your Community’s Hazard Mitigation Plan
Over the next couple of days you will be learning about a local planning process called
HAZARD MITIGATION PLANNING. Before this training program is over you will be
well on your way to developing a HAZARD MITIGATION PLAN for your local community.
That plan if properly implemented and followed may someday save the lives, property and
livelihoods of your friends, neighbors, family, perhaps even yourself. Hazard mitigation
planning may sound complicated, confusing and maybe even intimidating. It’s really not.
The first time people hear the term “hazard mitigation,” many of them say “What’s that?”
Most people have an idea of what “hazards” are. Hazards are dangers or things to watch out
for or risks, but what’s mitigation mean? The ancient Romans used the word “mitigare”
meaning “to soften.” Good old Daniel Webster says it means “to make less severe or painful,
to cause to become less harsh or hostile.” Mitigate is another way to say “relieve” or
“alleviate.” Hazard mitigation is kind of like taking an aspirin to make a headache go away, it
might not make it go away completely but it should help some. That’s the general idea, to
make a dangerous situation less risky, but now let’s get down to what Hazard Mitigation is
really all about.
Great! You’re probably thinking, now I know what the Romans and Daniel Webster meant, what
should HAZARD MITIGATION mean to me? For our purposes hazards are natural, man-made
or technological disasters. Hazard mitigation means reducing, eliminating, redirecting, or
avoiding the effects of those hazards. The standard definition of hazard mitigation that is
often used by FEMA and PEMA is:
Any cost-effective action taken to eliminate or reduce the long-term
risk to life and property from natural and technological hazards.
The phrase “cost-effective” is added to this definition to stress the important practical idea
that, to be beneficial, a mitigation measure should save you (the American taxpayer) money in
the long run. For example, in the California earthquakes when expressways and bridges
collapsed, which was more cost-effective? Rebuild structures to the same standard they
were before the quakes or spend a little additional money to build stronger, more earthquake-
resistant structures? The second choice probably makes more sense. On the other hand,
California probably doesn’t need to spend a lot of money to flood-proof homes in, let’s say,
Death Valley. A more appropriate, cost-effective mitigation there might be against drought
and extreme heat hazards.
2
OK, that’s hazard mitigation, now what’s a Hazard Mitigation Plan, since that’s what this
course is supposed to be about?
Wow! You’re just raring to go! Well, a Hazard Mitigation Plan, then, is:
A community’s outline for evaluating hazards, ...
THE “BEST SOLUTION SET” IS THE FRAMEWORK OF DISASTER RESILIENCE. To anticipate and plan for the full spectrum of what can happen, and build capacity FOR preparedness, protection, early warning, emergency response, and recovery in every community. To inform, educate, train, and build equity in all sectors of the community. Powerpoint courtesy of Dr Walter Hays, Global Alliance for Disaster Reduction
This presentation is an introduction to the Disaster Risk Reduction Ambassador Curriculum. This presentation was given at the Natural Hazard Mitigation Association's annual Symposium held every July in Broomfield, Colorado.
This presentation is given by Katie Skakel, Senior Hazard Mitigation Planner. Watch the presentation here: https://www.youtube.com/watch?v=KCPHwnwVupA
THE “BEST SOLUTION SET” IS THE FRAMEWORK OF DISASTER RESILIENCE. To anticipate and plan for the full spectrum of what can happen, and build capacity FOR preparedness, protection, early warning, emergency response, and recovery in every community. To inform, educate, train, and build equity in all sectors of the community. Powerpoint courtesy of Dr Walter Hays, Global Alliance for Disaster Reduction
This presentation is an introduction to the Disaster Risk Reduction Ambassador Curriculum. This presentation was given at the Natural Hazard Mitigation Association's annual Symposium held every July in Broomfield, Colorado.
This presentation is given by Katie Skakel, Senior Hazard Mitigation Planner. Watch the presentation here: https://www.youtube.com/watch?v=KCPHwnwVupA
This presentation discusses how practitioner's of mitigation can create and design new programs to make a change in the new normal. This presentation was given at the Natural Hazard Mitigation Association's annual Symposium held every July in Broomfield, Colorado.
Ed Thomas is a President of NHMA, Floodplain Manager, Disaster Response & Recovery Specialist, and a practicing Attorney. His primary concern is the prevention of misery to disaster victims, the public purse, and to the environment. Hazard Mitigation and Climate Adaptation through advocacy and development of locally orientated policies and procedures with a strong economic, moral and legal foundation is his chosen method of accomplishing this goal.
Watch the video presentation here: https://www.youtube.com/watch?v=zy0NI4hN0e8
Module 3 OverviewMitigation and PreparednessThe discipline of .docxannandleola
Module 3 Overview
Mitigation and Preparedness
The discipline of mitigation provides the means for reducing disaster impacts. Mitigation is defined as a sustained action to reduce or eliminate risk to people and property from hazards and their effects. Preparedness within the field of emergency management can be defined not only as a state of readiness to respond to a disaster, crisis or any other type of emergency situation, but also a theme throughout most aspects of emergency management. In this module, you will describe the variety of mitigation tools available to planners. You will understand the impediments to mitigation and other associated problems that exist. You will explain how the Federal Government and other agencies and organizations support mitigation. Different mitigation measures that are performed to address actual disaster risk will be addressed.
In addition, you will understand why preparedness is considered the “building block” of emergency management. The differences that exist between hazard mitigation and disaster preparedness will be discussed. Evaluation planning is important and will be focused upon in this module. The different emergency management exercise types will be identified. Training and equipment for first responders will be described. Lastly, you will learn how businesses and nongovernmental organizations prepare for emergencies.
Learning Objectives
Upon completion of this module, you should be able to:
4A
Explain why preparedness is considered the "building block" of emergency management.
6A
Explain why evacuation planning is important, and why special consideration must be made when planning for the disaster-related needs of certain vulnerable populations.
8A
Explain how the Federal Government and other agencies and organizations support mitigation.
3B
Describe the variety of mitigation tools available to planners.
4B
Describe how training and equipment helps first responders to prepare.
5B
Discuss the differences that exist between hazard mitigation and disaster preparedness.
10B
Describe the different emergency management exercise types and explain what each involves.
3C
Understand the impediments to mitigation and other associated problems that exist.
5C
Explain how businesses and nongovernmental organizations prepare for emergencies.
3D
Identify different mitigation measures performed to address actual disaster risk.
Module 3 Reading Assignment
Haddow, G., Bullock, J., & Coppola, D. (2011). Introduction to emergency management. Burlington: Elsevier. Chapters 3 and 4.
The Disciplines of Emergency Management: Mitigation
The discipline of mitigation provides the means for reducing disaster impacts. Mitigation is defined as a sustained action to reduce or eliminate risk to people and property from hazards and their effects. The body of knowledge and applications in the area of mitigation are still evolving, but many successes have been achieved. Additionally, many of the successfu ...
LESSON NOTES WEEK 5HLSS215 Regulatory Issues in Weapons of Ma.docxsmile790243
LESSON NOTES WEEK 5:HLSS215 Regulatory Issues in Weapons of Mass Destruction (WMD):CO-5 Explain the process of primary care management for behavioral reactions during a weapon of mass destruction incident in the United States.
This week’s lecture focuses on understanding that as current events show us, applying federal regulatory best practices and sanction do not always work. Therefore, we need to be able to evaluate and appraise emergency management planning and relate to the various operational community action plans and be aware of secondary effects of a WMD incident. In addition, it provides the student four questions to consider preparedness and is designed to spark the student’s interest in learning more about Regulatory Issues in Weapons of Mass Destruction.
When you read World at Risk – pages 82-106 – you should gain an understanding of the Government and culture and who is accountable for preventing WMD proliferation and terrorism. After reading this, stop and think for a moment, make your own determinations on whether or not the world of government has a serious lack of coordination among the various agencies whose job it is to keep us safe.
Next, as you read, Weapons of Terror, Chapter 6 – This reading assignment focus on delivery means, missile defenses, and weapons in space. This reading focuses on three subjects that are not exclusively related to any one of the categories of WMD – the means of delivery of WMD, the dangers of missile defenses, and the risk of weaponization of outer space.
With that, let us start our lesson, as current events show us, applying federal regulatory best practices and sanction do not always work. Therefore, we need to be able to evaluate and appraise emergency management planning and relate to the various operational community action plans and be aware of secondary effects of a WMD incident.
We need to understand this because one of the gravest threats facing Americans today is a terrorist detonating a nuclear bomb within our borders.
The United States wields enormous power of the traditional kind, but traditional power is less effective than it used to be. In today’s world, individuals anywhere on the planet connect instantly with one another and with information. Money is moved, transactions are made, information is shared, instructions are issued, and attacks are unleashed with a keystroke. Weapons of tremendous destructive capability can be developed or acquired by those without access to an industrial base or even an economic base of any kind, and those weapons can be used to kill thousands of people and disrupt vital financial, communications, and transportation systems, which are easy to attack and hard to defend. All these factors have made nation-states less powerful and more vulnerable relative to the terrorists, who have no national base to defend and who therefore cannot be deterred through traditional means. (World at Risk 2008, xxi)
Therefore, it is critical, able to ev ...
Emergency Preparedness Demonstration Project March 2009 .docxgidmanmary
Emergency Preparedness Demonstration Project
March 2009
Community Based
Vulnerability Assessment
A Guide to Engaging Communities in Understanding
Social and Physical Vulnerability to Disasters
Vulnerability Assessment: Step-By-Step Guidebook
Emergency Demonstration Project Partners
UNC Institute for the Environment
100 Miller Hall, CB #1105, Chapel Hill, NC 27599-1105
Phone: 919.966.9922 | Fax: 919.966.9920
Email: [email protected] | http://www.ie.unc.edu
MDC, Inc.
PO Box 17268, Chapel Hill, NC 27516-7268
Phone: (919) 968-4531 | Fax: (919) 929-8557
Email: [email protected] | http://www.mdcinc.org/home
mailto:[email protected]�
mailto:[email protected]�
Vulnerability Assessment: Step-By-Step Guidebook
Acknowledgements
This guidebook was made possible by a generous grant from the Federal Emergency Manage-
ment Agency (FEMA). The grant funded the Emergency Preparedness Demonstration Project,
from which this guidebook was developed. In particular, we would like to thank Ralph Swisher of
FEMA for his support of this project and his dedication to emergency preparedness. We would
also like to thank Susan Fowler, Bill Hoffman, and Barbara Wyckoff-Baird for their expertise and
invaluable role as facilitators in the communities that participated in the demonstration. Those
communities included Chester County, Pennsylvania; Dorchester County, Maryland; Hampshire
County, West Virginia; Hampton, Virginia; Hertford County, North Carolina; Washington, D.C.
and Wilmington, Delaware.
And a special thank you to the residents, government officials, nonprofit organizations, and faith-
based organizations who articulated the strengths, weaknesses, challenges and opportunities of
their communities and brought their energy, opinions, and ideas to address the challenges of
emergency preparedness, particularly for socially vulnerable populations. This project could not
have occurred without your commitment. Our community partners included:
Chester County, PA
Chester County Department of Emergency Management
Dorchester County, MD
Maryland Rural Development Corporation
Dorchester County Department of Emergency Management
Hampshire County, WV
Eastern West Virginia Community Action Agency, Inc.
Hampshire County Department of Emergency Management
Hampton, VA
City of Hampton Neighborhood Office
City of Hampton Department of Emergency Management
Hertford County, NC
Roanoke Economic Development Inc.
Hertford County Department of Emergency Management
Washington, DC
DC Emergency Management Agency
Wilmington, DE
West End Neighborhood House, Inc.
City of Wilmington Department of Emergency Management
Vulnerability Assessment: Step-By-Step Guidebook
Table of Contents
Overview…………………………………………………………………………………...1
How to Use this Guidebook………………………………………………………………..6
Step 1: Getting Started…………………………………………………………………......9
Step 2: Identify and Rank Hazards…………………………… ...
2006 StrongAngel III - integrated disaster response demonstration in San Diego. Directed by mentor Dr. Eric Rasmussen,MD,MDM,FACP http://about.me/EricRasmussenMD
COV-19 -Corona Virus -- What a past week in our country and globally.docxmelvinjrobinson2199
COV-19 -Corona Virus -- What a past week in our country and globally ! Tremendous changes with compulsory disorganization and vigilance everywhere in our great country and throughout our world ! The news seems to captivate with an approach of sensitivity to the economical impacts each American as well as every nation on our planet is facing dealing with this emergency management (EM) disaster/pandemic event. Our governments national grip and charge for social distancing with the mandatory closing of non-essential businesses has reach a crucial point in every persons desire to see this horrible virus erracticated. We are all eager to resume our life's, go back to work and make sure we remain and stay healthy and safe as we move forward and into the future. However, will life as Americans ever be the same again for this country and every person in it ? Are face masks the new norm? What about social distancing ? (SD) ? Is SD also a new norm?
Today April 15th is the 6th of 7th classes in this EMA 205 class/course. I was looking forward to enjoying a class room environment with each and all the students enrolled in this EMA 205 course. I enjoy and believe social interaction and amalgamation where we would be able to interact, share, discuss and learn about the many accountable responsibilities in the profession of emergency management could have provided a more balanced understanding of EM. Unfortunately, we were unable to congregate as a group and this is where I find a topic of interest for your next assignment:
The corona virus and COVID-19, the illness it causes, are spreading among communities in the United States and other countries, phrases such as “social distancing,” “self-quarantine” and “flattening the curve” are showing up in the media. What do these terms mean? how do these terms apply to you, your family, your work place, your friends and your community? Have you seen --"Please limit the spread of infection and this diseases and be sure to follow public health guidance programs as the situation develops". What are the public health guidance programs?
Emergency vs. Disaster : An emergency is defined as an unforeseen combination of circumstances, resulting in a state that calls for immediate action or an urgent need for assistance or relief. Large-scale emergencies are usually considered disasters. An emergency can be a temporary disruption of services due to a short power outage, a longer-term situation causing an organization to relocate due to substantial building damage or even a larger scale, city-wide or regional emergency. Depending on the magnitude of the event, services may be provided as usual, services may need to be altered temporarily or, in extreme situations, services may be re-located or even discontinued. In any type of event, the goal is to have plans in place that will: • minimize damage • ensure the safety of staff and clients • protect vital records/assets • allow for self-sufficiency for at least 72 hours .
Disaster Management Process And Significance PowerPoint Presentation SlidesSlideTeam
Counter great challenges with our content-ready disaster management process and significance PowerPoint presentation slides. The emergency management PPT templates ensure necessary strategies to provide prevention, preparedness, response, and recovery. These disaster preparedness plan presentation illustrations help communities mitigate the potential adverse effects of a natural disaster. Our mitigation strategy PowerPoint slides cover all the necessary preventive measures such as risk mapping, calamity factors, catastrophe risk formula, disaster cycle, flood preparedness, and earthquake scale. Additionally, our disaster recovery plan PPT show focus on creating a plan to lessen the occurrences of disaster. This emergency management cycle PowerPoint illustration can be used for the other same subjects such as, cyclic disturbances prevention, hazard control, ecosystem stability, stochastic events, disaster recovery planning, climate resilience, sustainable development, business continuity, disaster risk reduction, mass fatality incident and natural catastrophe insurance program. Download our disaster management process and significance PPT visuals which are customizable. Get access to facilities beyond imagination with our Disaster Management Process And Significance PowerPoint Presentation Slides. You will have everything to gain.
Disaster Management Process And Significance PowerPoint Presentation Slides SlideTeam
Enhance your audiences knowledge with this well researched complete deck. Showcase all the important features of the deck with perfect visuals. This deck comprises of total of seventy eight slides with each slide explained in detail. Each template comprises of professional diagrams and layouts. Our professional PowerPoint experts have also included icons, graphs and charts for your convenience. All you have to do is DOWNLOAD the deck. Make changes as per the requirement. Yes, these PPT slides are completely customizable. Edit the colour, text and font size. Add or delete the content from the slide. And leave your audience awestruck with the professionally designed Disaster Management Process And Significance PowerPoint Presentation Slides complete deck.
1 Question Information refinement means taking the system requi.docxmercysuttle
1
Question: Information refinement means taking the system requirements you find during requirements determination and ordering them into tables, diagrams, and other formats that make them easier to translate into technical system specifications.
A
True
B
False
2
Question: Agile Methodologies focus on the roles that people perform.
A
True
B
False
3
Question: In the ____, like that shown in the accompanying figure, the result of each phase, which is called a deliverable or end product, flows sequentially into the next phase in the SDLC.
A
Interactive model
B
Requirements model
C
Waterfall model
D
Object model
4
Question: The goal of operational feasibility is to understand the degree to which a proposed system will likely solve the business problems or take advantage of opportunities.
A
True
B
False
5
Question: Which of the following focuses on the frequent production of working versions of a system that have a subset of the total number of required features?
A
Use-case modeling
B
Limited production
C
Structured analysis
D
Structured programming
E
Iterative development
6
Question: Component focusing allows the systems analyst to break a system into small, manageable, and understandable subsystems.
A
True
B
False
7
Question: Greater user involvement in the system development process usually results in ____.
A
Poorer communication
B
More satisfied users
C
Slower development times
D
Both b and c
8
Question: Agile approaches work best when the system being developed operates in a stable environment.
A
True
B
False
9
Question: Dependence of one part of the system on one or more other system parts best describes
A
Interrelated components
B
Component
C
Dependency
D
Cohesion
E
Boundary
10
Question: A systems development technique is the series of steps used to mark the phases of development for an information system.
A
True
B
False
11
Question: Analyzing an organization's activities to determine where value is added to products and/or services and the costs incurred best describes
A
Affinity clustering
B
Value chain analysis
C
Resource availability
D
Business process reengineering
E
Technical difficulty
12
Question: A ____ path includes all tasks that are vital to the project schedule.
A
Vital
B
Baseline
C
Critical
D
Foundational
13
Question: Referencing enterprise solutions, the difference between the modules and traditional approaches is that the modules are integrated to focus on the business functional areas, rather than on business processes.
A
True
B
False
14
Question: The document sent to vendors asking them to propose hardware and software that will meet the requirements of your new system is called a
A
Requirements statement
B
Systems service request
C
Baseline Project Plan
D
Business case
E
Request for proposal (RFP)
15
Question: The first step in creating a WBS is to ____.
A
Mark all recognizable events
B
Determine ...
1 pageApaSourcesDiscuss how an organization’s marketing i.docxmercysuttle
1 page
Apa
Sources:
Discuss how an organization’s marketing information skills and resources contribute to its distinctive capabilities
Refereence
Cravens, D., & Piercy, N. (2013). Strategic marketing (10th ed.). New York: McGraw-Hill.
1 page
A
pa
S
ources:
Discuss how an organization’s marketing information skills and resources contribute to its distinctive
capabilitie
s
Refereence
Cravens, D., & Piercy, N. (2013). Strategic marketing (10th ed.). New York: McGraw
-
Hill
.
...
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Similar to 1 HAZARD MITIGATION PLANNING MADE EASY! A Simple .docx
This presentation discusses how practitioner's of mitigation can create and design new programs to make a change in the new normal. This presentation was given at the Natural Hazard Mitigation Association's annual Symposium held every July in Broomfield, Colorado.
Ed Thomas is a President of NHMA, Floodplain Manager, Disaster Response & Recovery Specialist, and a practicing Attorney. His primary concern is the prevention of misery to disaster victims, the public purse, and to the environment. Hazard Mitigation and Climate Adaptation through advocacy and development of locally orientated policies and procedures with a strong economic, moral and legal foundation is his chosen method of accomplishing this goal.
Watch the video presentation here: https://www.youtube.com/watch?v=zy0NI4hN0e8
Module 3 OverviewMitigation and PreparednessThe discipline of .docxannandleola
Module 3 Overview
Mitigation and Preparedness
The discipline of mitigation provides the means for reducing disaster impacts. Mitigation is defined as a sustained action to reduce or eliminate risk to people and property from hazards and their effects. Preparedness within the field of emergency management can be defined not only as a state of readiness to respond to a disaster, crisis or any other type of emergency situation, but also a theme throughout most aspects of emergency management. In this module, you will describe the variety of mitigation tools available to planners. You will understand the impediments to mitigation and other associated problems that exist. You will explain how the Federal Government and other agencies and organizations support mitigation. Different mitigation measures that are performed to address actual disaster risk will be addressed.
In addition, you will understand why preparedness is considered the “building block” of emergency management. The differences that exist between hazard mitigation and disaster preparedness will be discussed. Evaluation planning is important and will be focused upon in this module. The different emergency management exercise types will be identified. Training and equipment for first responders will be described. Lastly, you will learn how businesses and nongovernmental organizations prepare for emergencies.
Learning Objectives
Upon completion of this module, you should be able to:
4A
Explain why preparedness is considered the "building block" of emergency management.
6A
Explain why evacuation planning is important, and why special consideration must be made when planning for the disaster-related needs of certain vulnerable populations.
8A
Explain how the Federal Government and other agencies and organizations support mitigation.
3B
Describe the variety of mitigation tools available to planners.
4B
Describe how training and equipment helps first responders to prepare.
5B
Discuss the differences that exist between hazard mitigation and disaster preparedness.
10B
Describe the different emergency management exercise types and explain what each involves.
3C
Understand the impediments to mitigation and other associated problems that exist.
5C
Explain how businesses and nongovernmental organizations prepare for emergencies.
3D
Identify different mitigation measures performed to address actual disaster risk.
Module 3 Reading Assignment
Haddow, G., Bullock, J., & Coppola, D. (2011). Introduction to emergency management. Burlington: Elsevier. Chapters 3 and 4.
The Disciplines of Emergency Management: Mitigation
The discipline of mitigation provides the means for reducing disaster impacts. Mitigation is defined as a sustained action to reduce or eliminate risk to people and property from hazards and their effects. The body of knowledge and applications in the area of mitigation are still evolving, but many successes have been achieved. Additionally, many of the successfu ...
LESSON NOTES WEEK 5HLSS215 Regulatory Issues in Weapons of Ma.docxsmile790243
LESSON NOTES WEEK 5:HLSS215 Regulatory Issues in Weapons of Mass Destruction (WMD):CO-5 Explain the process of primary care management for behavioral reactions during a weapon of mass destruction incident in the United States.
This week’s lecture focuses on understanding that as current events show us, applying federal regulatory best practices and sanction do not always work. Therefore, we need to be able to evaluate and appraise emergency management planning and relate to the various operational community action plans and be aware of secondary effects of a WMD incident. In addition, it provides the student four questions to consider preparedness and is designed to spark the student’s interest in learning more about Regulatory Issues in Weapons of Mass Destruction.
When you read World at Risk – pages 82-106 – you should gain an understanding of the Government and culture and who is accountable for preventing WMD proliferation and terrorism. After reading this, stop and think for a moment, make your own determinations on whether or not the world of government has a serious lack of coordination among the various agencies whose job it is to keep us safe.
Next, as you read, Weapons of Terror, Chapter 6 – This reading assignment focus on delivery means, missile defenses, and weapons in space. This reading focuses on three subjects that are not exclusively related to any one of the categories of WMD – the means of delivery of WMD, the dangers of missile defenses, and the risk of weaponization of outer space.
With that, let us start our lesson, as current events show us, applying federal regulatory best practices and sanction do not always work. Therefore, we need to be able to evaluate and appraise emergency management planning and relate to the various operational community action plans and be aware of secondary effects of a WMD incident.
We need to understand this because one of the gravest threats facing Americans today is a terrorist detonating a nuclear bomb within our borders.
The United States wields enormous power of the traditional kind, but traditional power is less effective than it used to be. In today’s world, individuals anywhere on the planet connect instantly with one another and with information. Money is moved, transactions are made, information is shared, instructions are issued, and attacks are unleashed with a keystroke. Weapons of tremendous destructive capability can be developed or acquired by those without access to an industrial base or even an economic base of any kind, and those weapons can be used to kill thousands of people and disrupt vital financial, communications, and transportation systems, which are easy to attack and hard to defend. All these factors have made nation-states less powerful and more vulnerable relative to the terrorists, who have no national base to defend and who therefore cannot be deterred through traditional means. (World at Risk 2008, xxi)
Therefore, it is critical, able to ev ...
Emergency Preparedness Demonstration Project March 2009 .docxgidmanmary
Emergency Preparedness Demonstration Project
March 2009
Community Based
Vulnerability Assessment
A Guide to Engaging Communities in Understanding
Social and Physical Vulnerability to Disasters
Vulnerability Assessment: Step-By-Step Guidebook
Emergency Demonstration Project Partners
UNC Institute for the Environment
100 Miller Hall, CB #1105, Chapel Hill, NC 27599-1105
Phone: 919.966.9922 | Fax: 919.966.9920
Email: [email protected] | http://www.ie.unc.edu
MDC, Inc.
PO Box 17268, Chapel Hill, NC 27516-7268
Phone: (919) 968-4531 | Fax: (919) 929-8557
Email: [email protected] | http://www.mdcinc.org/home
mailto:[email protected]�
mailto:[email protected]�
Vulnerability Assessment: Step-By-Step Guidebook
Acknowledgements
This guidebook was made possible by a generous grant from the Federal Emergency Manage-
ment Agency (FEMA). The grant funded the Emergency Preparedness Demonstration Project,
from which this guidebook was developed. In particular, we would like to thank Ralph Swisher of
FEMA for his support of this project and his dedication to emergency preparedness. We would
also like to thank Susan Fowler, Bill Hoffman, and Barbara Wyckoff-Baird for their expertise and
invaluable role as facilitators in the communities that participated in the demonstration. Those
communities included Chester County, Pennsylvania; Dorchester County, Maryland; Hampshire
County, West Virginia; Hampton, Virginia; Hertford County, North Carolina; Washington, D.C.
and Wilmington, Delaware.
And a special thank you to the residents, government officials, nonprofit organizations, and faith-
based organizations who articulated the strengths, weaknesses, challenges and opportunities of
their communities and brought their energy, opinions, and ideas to address the challenges of
emergency preparedness, particularly for socially vulnerable populations. This project could not
have occurred without your commitment. Our community partners included:
Chester County, PA
Chester County Department of Emergency Management
Dorchester County, MD
Maryland Rural Development Corporation
Dorchester County Department of Emergency Management
Hampshire County, WV
Eastern West Virginia Community Action Agency, Inc.
Hampshire County Department of Emergency Management
Hampton, VA
City of Hampton Neighborhood Office
City of Hampton Department of Emergency Management
Hertford County, NC
Roanoke Economic Development Inc.
Hertford County Department of Emergency Management
Washington, DC
DC Emergency Management Agency
Wilmington, DE
West End Neighborhood House, Inc.
City of Wilmington Department of Emergency Management
Vulnerability Assessment: Step-By-Step Guidebook
Table of Contents
Overview…………………………………………………………………………………...1
How to Use this Guidebook………………………………………………………………..6
Step 1: Getting Started…………………………………………………………………......9
Step 2: Identify and Rank Hazards…………………………… ...
2006 StrongAngel III - integrated disaster response demonstration in San Diego. Directed by mentor Dr. Eric Rasmussen,MD,MDM,FACP http://about.me/EricRasmussenMD
COV-19 -Corona Virus -- What a past week in our country and globally.docxmelvinjrobinson2199
COV-19 -Corona Virus -- What a past week in our country and globally ! Tremendous changes with compulsory disorganization and vigilance everywhere in our great country and throughout our world ! The news seems to captivate with an approach of sensitivity to the economical impacts each American as well as every nation on our planet is facing dealing with this emergency management (EM) disaster/pandemic event. Our governments national grip and charge for social distancing with the mandatory closing of non-essential businesses has reach a crucial point in every persons desire to see this horrible virus erracticated. We are all eager to resume our life's, go back to work and make sure we remain and stay healthy and safe as we move forward and into the future. However, will life as Americans ever be the same again for this country and every person in it ? Are face masks the new norm? What about social distancing ? (SD) ? Is SD also a new norm?
Today April 15th is the 6th of 7th classes in this EMA 205 class/course. I was looking forward to enjoying a class room environment with each and all the students enrolled in this EMA 205 course. I enjoy and believe social interaction and amalgamation where we would be able to interact, share, discuss and learn about the many accountable responsibilities in the profession of emergency management could have provided a more balanced understanding of EM. Unfortunately, we were unable to congregate as a group and this is where I find a topic of interest for your next assignment:
The corona virus and COVID-19, the illness it causes, are spreading among communities in the United States and other countries, phrases such as “social distancing,” “self-quarantine” and “flattening the curve” are showing up in the media. What do these terms mean? how do these terms apply to you, your family, your work place, your friends and your community? Have you seen --"Please limit the spread of infection and this diseases and be sure to follow public health guidance programs as the situation develops". What are the public health guidance programs?
Emergency vs. Disaster : An emergency is defined as an unforeseen combination of circumstances, resulting in a state that calls for immediate action or an urgent need for assistance or relief. Large-scale emergencies are usually considered disasters. An emergency can be a temporary disruption of services due to a short power outage, a longer-term situation causing an organization to relocate due to substantial building damage or even a larger scale, city-wide or regional emergency. Depending on the magnitude of the event, services may be provided as usual, services may need to be altered temporarily or, in extreme situations, services may be re-located or even discontinued. In any type of event, the goal is to have plans in place that will: • minimize damage • ensure the safety of staff and clients • protect vital records/assets • allow for self-sufficiency for at least 72 hours .
Disaster Management Process And Significance PowerPoint Presentation SlidesSlideTeam
Counter great challenges with our content-ready disaster management process and significance PowerPoint presentation slides. The emergency management PPT templates ensure necessary strategies to provide prevention, preparedness, response, and recovery. These disaster preparedness plan presentation illustrations help communities mitigate the potential adverse effects of a natural disaster. Our mitigation strategy PowerPoint slides cover all the necessary preventive measures such as risk mapping, calamity factors, catastrophe risk formula, disaster cycle, flood preparedness, and earthquake scale. Additionally, our disaster recovery plan PPT show focus on creating a plan to lessen the occurrences of disaster. This emergency management cycle PowerPoint illustration can be used for the other same subjects such as, cyclic disturbances prevention, hazard control, ecosystem stability, stochastic events, disaster recovery planning, climate resilience, sustainable development, business continuity, disaster risk reduction, mass fatality incident and natural catastrophe insurance program. Download our disaster management process and significance PPT visuals which are customizable. Get access to facilities beyond imagination with our Disaster Management Process And Significance PowerPoint Presentation Slides. You will have everything to gain.
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Similar to 1 HAZARD MITIGATION PLANNING MADE EASY! A Simple .docx (20)
1 Question Information refinement means taking the system requi.docxmercysuttle
1
Question: Information refinement means taking the system requirements you find during requirements determination and ordering them into tables, diagrams, and other formats that make them easier to translate into technical system specifications.
A
True
B
False
2
Question: Agile Methodologies focus on the roles that people perform.
A
True
B
False
3
Question: In the ____, like that shown in the accompanying figure, the result of each phase, which is called a deliverable or end product, flows sequentially into the next phase in the SDLC.
A
Interactive model
B
Requirements model
C
Waterfall model
D
Object model
4
Question: The goal of operational feasibility is to understand the degree to which a proposed system will likely solve the business problems or take advantage of opportunities.
A
True
B
False
5
Question: Which of the following focuses on the frequent production of working versions of a system that have a subset of the total number of required features?
A
Use-case modeling
B
Limited production
C
Structured analysis
D
Structured programming
E
Iterative development
6
Question: Component focusing allows the systems analyst to break a system into small, manageable, and understandable subsystems.
A
True
B
False
7
Question: Greater user involvement in the system development process usually results in ____.
A
Poorer communication
B
More satisfied users
C
Slower development times
D
Both b and c
8
Question: Agile approaches work best when the system being developed operates in a stable environment.
A
True
B
False
9
Question: Dependence of one part of the system on one or more other system parts best describes
A
Interrelated components
B
Component
C
Dependency
D
Cohesion
E
Boundary
10
Question: A systems development technique is the series of steps used to mark the phases of development for an information system.
A
True
B
False
11
Question: Analyzing an organization's activities to determine where value is added to products and/or services and the costs incurred best describes
A
Affinity clustering
B
Value chain analysis
C
Resource availability
D
Business process reengineering
E
Technical difficulty
12
Question: A ____ path includes all tasks that are vital to the project schedule.
A
Vital
B
Baseline
C
Critical
D
Foundational
13
Question: Referencing enterprise solutions, the difference between the modules and traditional approaches is that the modules are integrated to focus on the business functional areas, rather than on business processes.
A
True
B
False
14
Question: The document sent to vendors asking them to propose hardware and software that will meet the requirements of your new system is called a
A
Requirements statement
B
Systems service request
C
Baseline Project Plan
D
Business case
E
Request for proposal (RFP)
15
Question: The first step in creating a WBS is to ____.
A
Mark all recognizable events
B
Determine ...
1 pageApaSourcesDiscuss how an organization’s marketing i.docxmercysuttle
1 page
Apa
Sources:
Discuss how an organization’s marketing information skills and resources contribute to its distinctive capabilities
Refereence
Cravens, D., & Piercy, N. (2013). Strategic marketing (10th ed.). New York: McGraw-Hill.
1 page
A
pa
S
ources:
Discuss how an organization’s marketing information skills and resources contribute to its distinctive
capabilitie
s
Refereence
Cravens, D., & Piercy, N. (2013). Strategic marketing (10th ed.). New York: McGraw
-
Hill
.
...
1
R1
20
V1
1Vac
0Vdc R2
100
V
C1
3m
ECE2280 Homework #1
1. (a) Find 𝑉!/𝑉!
(b) Find the Thevenin equivalent between terminals a-b.
Assume that Vg is the input signal. Find the Thevenin equivalent between terminals a-b.
2. Use the solution from Problem 1.
(a)If Vg=2V DC, what is the output at Vo?
(b)If Vg=5V DC, what is the output at Vo?
(c)If Vg=sin(10t), what is the output at Vo? Make a rough sketch of Vo and Vg.
(d) Note that this is an amplifier – the output is linearly related to the input by a gain value. Mathematically, this is
expressed as:
𝑉𝑜𝑢𝑡
𝑉𝑖𝑛
= (𝑔𝑎𝑖𝑛)
For this circuit, what variable is Vout and Vin. What is the numerical gain value?
3. Sketch the following waveforms. Identify the dc component of the waveform and the ac component of the
waveform.
a. Vs=10cos(2πt)
b. Vs=3V+3cos(3t)
c. Vs=5V±0.5V
4. Explain in your own words the procedural steps for plotting Bode Plots. (Note: I would prepare this question for use
during an exam)
Use the following figure for Problems 5-10:
5. Derive the transfer function 𝐻 𝑠 =
!!
!!
by hand.
6 and 7. Use Multisim to draw the circuit and print it out.
8. Simulate the circuit in Mulitsim to obtain the Bode Plots for the circuit.
9. Use MATLAB and the result of the hand derivation to obtain the Bode Plots.
10. Sketch the straight-line approximation of the magnitude Bode plot on the same graph as that printed out in Problem 9.
Note that Multisim plots the results over frequency and the derived transfer function uses 𝜔.
+ _
10Ω
8v1
+
_
a
b
2v2
40Ω
+
v1
-
5Ω 40Ω
20Ω
6Ω
10Ω _
v2
+
Sales and Disposal of Assets
After reviewing the scenario, explain the impact that the adjusted basis has on the calculation of tax liability, and propose at least two (2) tax-planning strategies for reducing, eliminating, or deferring the payment of capital gains taxes. Also, discuss other alternatives aimed at optimizing deductions or reducing taxes, such as selling the property to an unrelated third party which, in turn, allows losses to be deductible expenses.
Imagine that you are a tax consultant and a client needs your advice on how to reduce his tax liability on the sale of depreciable assets that have not been fully depreciated. The client has identified three (3) long-term depreciable assets and assumes that he will be able to pay capital gains taxes on the profit from their sale. It would be to your client’s advantage to treat a taxable gain as long-term capital gain to which lower rates apply and a loss is categorized as an ordinary loss, which can offset ordinary loss, which can offset ordinary income. Discuss the treatment of gains and losses for Section 1231 and Section 1245 of the Internal Revenue Code, and recommend at least three (3) tax-planning strategies that would assist the client in reducing his tax liability. Provide support for you
1
PSYC 499: Senior Capstone
The Impact of the Social on the Individual
Class Syllabus
Spring/2020
Class Cycle: Monday - Sunday
Instructor: Tara West
Contact Information: [email protected]
Office Hours: Mondays, 2pm – 3pm (or by appointment)
NOTE: When emailing, please include your name and class in the subject line
Course Materials:
• Lesko, W.A. (2012). Readings in social psychology: General, classic, and contemporary
selections (8th ed.). New York, NY: Pearson. ISBN: 978-0-205-17967. (Required)
• American Psychological Association (2019). Concise Rules of APA Style (7th ed.).
Washington, DC: American Psychological Association. ISBN: 978-1433832178.
(Recommended)
Type of Course: Required
Field of Study: Psychology
Credits: 3 credits, undergraduate
Pre-requisites:
Completion of all required courses (Level 2 and Level 3) and permission.
Course Description:
All students will complete a senior research project under the direction of a faculty mentor, with a
topic within the track in which the student has completed at least three courses. This capstone
project will build upon work done in previous courses, allowing students to apply methods of
scholarly and/or action research to specific psychological issues. Projects may be completed in
small research groups or individually.
Course Summary:
This capstone project will build upon work completed in previous courses, allowing students to
apply methods of scholarly and/or action research to the field of Social Psychology, specifically the
impact of the social world on individuals.
Course Goals:
The objectives for this course include: gaining a theoretical knowledge base about the interplay
between individuals and their environments, gaining first-hand experience with the many steps
involved with research, the interpretation of research, and the presentation of research, using APA
formatting. Likewise, you will increase your familiarity with reading (and finding) primary sources.
Although only a few of you may pursue careers as researchers, all of you are consumers of research.
As such, a major goal for this course is to develop your capacity to critically think about, evaluate,
and critique the scientific evidence that is often presented in journal articles, newspapers,
magazines, and on television.
2
Learning Objectives/ Outcomes:
o Students should be able to:
• Conduct a review of research in a specific area of Psychology.
• Understand the strengths and weaknesses of scientific research.
• Interpret and generalize appropriately from research results.
• Evaluate the appropriateness of conclusions derived from psychological research.
• Use the concepts, language, and major theories of the discipline to account for
psychological phenomena in the context of social psychology.
• Use reasoning to recognize, develop, defend, and criticize arguments.
• Articulate how psycholo ...
1 Politicking is less likely in organizations that have· adecl.docxmercysuttle
1 Politicking is less likely in organizations that have
·
adeclining resources
·
high role ambiguity
·
clear performance appraisal systems
·
democratic decision making
2 In convergent periods, the role of executive management is to
·
develop new strategies for the problems at hand
·
shift middle managers to promote new views
·
reemphasize the mission and core values
·
challenge middle managers to reinvent their departments
3 Periods of convergence are those in which an organization
·
is in turmoil
·
seeks to improve its situation with relatively minor changes
·
must downsize to conserve resources
·
employs new strategies to advance the organization
4 Transformational change in an organization
·
is always necessary to some degree
·
is best delivered by a top-down plan
·
has no defined formula
·
is best delivered by a bottom-up plan
5 A person likely to participate in political behavior
·
believes he or she has little influence
·
has a desire for power
·
is a social nonconformist
·
is insensitive to social cues
6 To keep a strategy in focus, effective managers employ
·
rigid implementation
·
piecemeal implementation
·
simple goals
·
central themes
7 An influence tactic that relies on rank and enforcement of group goals is
·
legitimacy
·
coalitions
·
pressure
·
personal appeals
8 During organizational change, employee–management interfaces such as workshops and retreats
·
initiate
·
distract the participants from the real issues
·
help employees overcome downsizing issues
·
solve communication problems relatively short-term periods of high-energy action
9 Buck passing and scapegoating when politics is seen as a threat are forms of
·
defensive behaviors
·
offensive behaviors
·
suppression
·
aggression
10 A primary goal of politics in the workplace is to
·
exclude undesirable peers
·
form alliances
·
promote organizational goals
·
secure limited resources
11 Political behavior in the workplace
·
works only in an upward or lateral influence direction
·
attempts to influence decision making
·
is unlikely in a well-run organization
·
works only in a lateral influence direction
12 Impression management sends _____ messages that may be _____ under other circumstances.
·
false, true
·
ethical, unethical
·
true, false
·
convincing, unconvincing
13 The formulation and implementation of a strategy
·
are separate and sequential processes
·
must be completely defined before action is taken
·
are ongoing events within an organization
·
follow strict, unalterable guidelines
14 Surveys of seasoned managers reveal they believe politics in the workplace is
·
always unethical
·
part of some job requirements
·
a major part of organizational life
·
ineffective
15 With downward influence, power tactics preferred by U.S. managers include
·
personal appeals
·
inspirational appeals
·
coalitions
·
influence
16 Hard power tactics best influence those with which following characteristic?
·
High se ...
1 page2 sourcesReflect on the important performance management.docxmercysuttle
1 page
2 sources
Reflect on the important performance management theories and practices covered during the past six weeks. Describe one key point that you will apply to the work environment immediately. Highlight the specific course learning outcome(s) that relate(s) to this important takeaway. Also, mention the specific reading materials and/or theories that you found to be most applicable.
Required Text
Pulakos, E.D. (2009). Performance management: A new approach for driving business results. (1st ed.). West Sussex, United Kingdom: Wiley-Blackwell. ISBN: 9781405177610.
Chapter 9: Conclusion
Required References
de Leeuw, S., van den Berg, P (2011). Improving operational performance by influencing shopfloor behavior via performance management practices. Journal of Operations Management, 29, 3, 224-233. (Retrieved from http://www.isihome.ir/freearticle/ISIHome.ir-21006.pdf)
Fulmer, R.M., Stumpf, S.A. & Bleak, J. (2009). The strategic development of high potential leaders. Strategy & Leadership, 37(3), 17-22. (Retrieved from ProQuest).
Recommended References
Turnbull, H., Greenwood, R., Tworoger, L., & Golden, C. (2009). Diversity and inclusion in organizations: Developing an instrument for identification of skill deficiencies. Allied Academies International Conference. Academy of Organizational Culture, Communications and Conflict. Proceedings, 14(1), 28-33(Retrieved from ProQuest).
PLEASE HAVE THESE PARAGRAPH REWORDED IN YOUR OWN WORDS.
PLEASE DO NOT USE THE SAME WORDS AS IN THE PARAGRAPH.
· 1-According to chapter 8, a team is small number of people with similar skills who are committed to one ambition, performance goals, and pursuit for which they hold themselves accountable. In the other hand, a group is two or more people freely interacting who share norms and goals and have a common identity. The size of a group is limited by the potential for mutual interaction and mutual awareness. I was part of team during my military service, which I agree with the chapter that a team is more than just a group, because all my team members worked together towards a common goal and we all share responsibility for the team's success. The team I was part of was a 'fire team' that is a small military subunit of infantry designed to optimize bounding over watch, and fire and movement tactical within a hostile urban environment
·
· 2-At work, I am currently assigned to a group of customer service. This group or department consists of 12 employees, which all members have a shared knowledge of the group's objectives, but specific responsibilities are assigned to each of us. The purpose or objectives of our group is to troubleshoot technical problems, provide excellent customer support service, and address solutions to customers. The main factor of our group success is due to the manager in control of the group who also coordinate our individuals efforts. I would not change anything in my group, but I would add weekly meetings to see the end result ...
1 of 402.5 PointsUse Cramer’s Rule to solve the following syst.docxmercysuttle
1 of 40
2.5 Points
Use Cramer’s Rule to solve the following system.
x + 2y = 3
3x - 4y = 4
A. {(3, 1/5)}
B. {(5, 1/3)}
C. {(1, 1/2)}
D. {(2, 1/2)}
2 of 40
2.5 Points
Solve the following system of equations using matrices. Use Gaussian elimination with back substitution or Gauss-Jordan elimination.
x + y - z = -2
2x - y + z = 5
-x + 2y + 2z = 1
A. {(0, -1, -2)}
B. {(2, 0, 2)}
C. {(1, -1, 2)}
D. {(4, -1, 3)}
3 of 40
2.5 Points
Use Cramer’s Rule to solve the following system.
2x = 3y + 2
5x = 51 - 4y
A. {(8, 2)}
B. {(3, -4)}
C. {(2, 5)}
D. {(7, 4)}
4 of 40
2.5 Points
Use Cramer’s Rule to solve the following system.
4x - 5y = 17
2x + 3y = 3
A. {(3, -1)}
B. {(2, -1)}
C. {(3, -7)}
D. {(2, 0)}
5 of 40
2.5 Points
Use Cramer’s Rule to solve the following system.
4x - 5y - 6z = -1
x - 2y - 5z = -12
2x - y = 7
A. {(2, -3, 4)}
B. {(5, -7, 4)}
C. {(3, -3, 3)}
D. {(1, -3, 5)}
6 of 40
2.5 Points
Use Cramer’s Rule to solve the following system.
3x - 4y = 4
2x + 2y = 12
A. {(3, 1)}
B. {(4, 2)}
C. {(5, 1)}
D. {(2, 1)}
Reset Selection
7 of 40
2.5 Points
Use Cramer’s Rule to solve the following system.
x + y + z = 0
2x - y + z = -1
-x + 3y - z = -8
A. {(-1, -3, 7)}
B. {(-6, -2, 4)}
C. {(-5, -2, 7)}
D. {(-4, -1, 7)}
8 of 40
2.5 Points
Solve the following system of equations using matrices. Use Gaussian elimination with back substitution or Gauss-Jordan elimination.
3x1 + 5x2 - 8x3 + 5x4 = -8
x1 + 2x2 - 3x3 + x4 = -7
2x1 + 3x2 - 7x3 + 3x4 = -11
4x1 + 8x2 - 10x3+ 7x4 = -10
A. {(1, -5, 3, 4)}
B. {(2, -1, 3, 5)}
C. {(1, 2, 3, 3)}
D. {(2, -2, 3, 4)}
9 of 40
2.5 Points
Solve the following system of equations using matrices. Use Gaussian elimination with back substitution or Gauss-Jordan elimination.
x + y + z = 4
x - y - z = 0
x - y + z = 2
A. {(3, 1, 0)}
B. {(2, 1, 1)}
C. {(4, 2, 1)}
D. {(2, 1, 0)}
10 of 40
2.5 Points
Solve the system using the inverse that is given for the coefficient matrix.
2x + 6y + 6z = 8
2x + 7y + 6z =10
2x + 7y + 7z = 9
The inverse of:
2
2
2
6
7
7
6
6
7
is
7/2
-1
0
0
1
-1
-3
0
1
A. {(1, 2, -1)}
B. {(2, 1, -1)}
C. {(1, 2, 0)}
D. {(1, 3, -1)}
Reset Selection
11 of 40
2.5 Points
Use Gaussian elimination to find the complete solution to the following system of equations, or show that none exists.
2w + x - y = 3
w - 3x + 2y = -4
3w + x - 3y + z = 1
w + 2x - 4y - z = -2
A. {(1, 3, 2, 1)}
B. {(1, 4, 3, -1)}
C. {(1, 5, 1, 1)}
D. {(-1, 2, -2, 1)}
12 of 40
2.5 Points
Use Cramer’s Rule to solve the following system.
x + y = 7
x - y = 3
A. {(7, 2)}
B. {(8, -2)}
C. {(5, 2)}
D. {(9, 3)}
13 of 40
2.5 Points
Use Gaussian elimination to find the complete solution to each system.
x1 + 4x2 + 3x3 - 6x4 = 5
x1 + 3x2 + x3 - 4x4 = 3
2x1 + 8x2 + 7x3 - 5x4 = 11
2x1 + 5x2 - 6x4 = 4
A. {(-47t + 4, 12t, 7t + 1, t)}
B. {(-37t + 2, 16t, -7t + 1, t)}
...
1 of 6 LAB 5 IMAGE FILTERING ECE180 Introduction to.docxmercysuttle
1 of 6
LAB 5: IMAGE FILTERING
ECE180: Introduction to Signal Processing
OVERVIEW
You have recently learned about the convolution sum that serves as the basis of the FIR filter difference equation. The filter
coefficient sequence {𝑏𝑘} – equivalent to the filter’s impulse response ℎ[𝑛] – may be viewed as a one-dimensional moving
window that slides over the input signal 𝑥[𝑛] to compute the output signal 𝑦[𝑛] at each time step. Extending the moving
window concept to a 2-D array that slides over an image pixel array provides a useful and popular way to filter an image.
In this lab project you will implement two types of moving-window image filters, one based on convolution and the other
based on the median value of the pixel grayscale values spanned by the window. You will also gain experience with the
built-in image convolution filter imfilter.
OUTLINE
1. Develop and test a 33 median filter
2. Develop and test a 33 convolution filter
3. Evaluate the median and convolution filters to reduce noise while preserving edges
4. Study the behavior of various 33 convolution filter kernels for smoothing, edge detection, and sharpening
5. Learn how to use imfilter to convolution-filter color images, and study the various mechanisms offered by
imfilter to deal with boundary effects
PREPARATION – TO BE COMPLETED BEFORE LAB
Study these tutorial videos:
1. Nested “for” loops -- http://youtu.be/q2xfz8mOuSI?t=1m8s (review this part)
2. Functions -- http://youtu.be/0zTmMIh6I8A (review as needed)
Ensure that you have added the ECE180 DFS folders to your MATLAB path, especially the “images” and “matlab” subfolders.
Follow along with the tutorial video http://youtu.be/MEqUd0dJNBA, if necessary.
LAB ACTIVITIES
1. Develop and test a 33 median filter function:
1.1. Implement the following algorithm as the function med3x3:
TIP: First implement and debug the algorithm as a script and then convert it to a function as a final step. Use any
of the smaller grayscale images from the ECE180 “images” folder as you develop the function, or use the test
image X described in the Step 1.2.
(a) Create the function template and save it to an .m file with the same name as the function,
(b) Accept a grayscale image x as the function input,
http://youtu.be/q2xfz8mOuSI?t=1m8s
http://youtu.be/0zTmMIh6I8A
http://youtu.be/MEqUd0dJNBA
2 of 6
(c) Copy x to the output image y and then initialize y(:) to zero; this technique creates y as the same size and
data type as x,
(d) Determine the number of image rows and columns (see size),
(e) Loop over all pixels in image x (subject to boundary limits):
Extract a 33 neighborhood (subarray) about the current pixel,
Flatten the 2-D array to a 1-D array,
Sort the 1-D array values (see sort),
Assign the middle value of the sorted array to the current output pixel, and
(f) Return the median-filtered image y.
1.2. Enter load lab_5_verify to load the
1 Objectives Genetically transform bacteria with for.docxmercysuttle
1
Objectives
Genetically transform bacteria with
foreign DNA and induce
expression of genes encoded on
DNA to produce novel
Isolate chromosomal DNA from
Introduction
In this portion of the lab, you will perform a
procedure known as genetic
transformation. that a gene is
a piece of DNA that provides the
instructions for making (codes for) a
protein. This gives an organism a
particular trait. Genetic transformation
literally means change caused by genes,
involves the insertion of a gene into an
organism in order to change the organism’s
trait. transformation is used in
many areas of biotechnology. In
agriculture, genes coding for traits such as
pest, or spoilage resistance can be
genetically transformed into plants. In
bioremediation, bacteria can genetically
transformed with genes enabling them to
digest oil spills. In medicine, diseases
caused defective genes are beginning
to be treated by gene therapy; that is, by
genetically transforming a person’s
cells with healthy copies of the defective
gene that causes the
You will use a procedure to transform
bacteria with a gene that codes for Green
Fluorescent (GFP). The real-life
source of this gene is the bioluminescent
jellyfish Aequorea victoria.
Fluorescent Protein causes the jellyfish to
fluoresce and glow in the dark.
LAB TOPIC 10: Nucleic Acids and Genetic Transformation
Following the procedure,
the bacteria express their newly acquired
jellyfish gene and produce the fluorescent
which causes them to glow a
brilliant green color under ultraviolet
In this activity, you will learn about the
process of moving genes from one organism
to another with aid of a plasmid. In
nature, bacteria can transfer plasmids back
and forth allowing them to share
beneficial genes. This natural mechanism
allows bacteria to adapt to new
environments. The occurrence of
bacterial resistance to is due to
the transmission of
Genetic transformation involves
insertion of some new DNA into the E.
cells. In addition to one large
bacteria often contain one or more
circular pieces of DNA called
Plasmid DNA usually contains genes for
than one trait. Scientists can use a
called genetic engineering to insert
coding for new traits into a plasmid.
In case, the pGLO plasmid carries the
GFP that codes for the green
fluorescent protein and a gene (bla) that
codes for a protein that gives the
resistance to an antibiotic. The genetically
engineered plasmid can then be used to
genetically bacteria to give them
this new
Figure 10.1 Bacterial cell undergoing genetic transformation with the pGLO
plasmid
Exercise 10.1
Bacterial Transformation
2
Pre-lab exercises:
Since scientific laboratory investigations
are designed to get information about a
question, our first might be to
formulate some questions for this
Can we genetically transform an organism?
Which organism is
1. To genetically tra ...
1 of 8
Student name: …………….
Student ID: …………….
The Effect of Social Media on the English Language
2 of 8
Table Of Content:
Abstract 3
Introduction 3
Literature review 3
Significance of Research 4
Research Question 4
Methodology 4
Ethical Considerations 4
Limitations of the study 4
Expected results 5
Conclusion 5
References 6
Appendix 7
3 of 8
Abstract:
Giving the popularity of social networking sites lately, it has made an effect on the English
language either in a positive way by adding new words to the dictionary a negative way by misus-
ing the grammar and using incorrect abbreviated words like turning “you’re” to “your’. In this re-
search proposal I would like to investigate what the effect of using social networks has on the Eng-
lish language and see if it was more positive than negative and vice versa. I will be making a survey
page to collect data on the way people use these sites. Furthermore, we will see if people know the
importance of using proper English and try to make social networking sites improve our way of us-
ing the English language.
Introduction:
Technology has changed rapidly in the past five years, we became more reliant on our smart phones
and it completely changed the way we communicate with each other in our everyday life, it made it
easier for us to interact with people across the world with a single touch through social networking
sites, such as Twitter, Facebook and YouTube. Technology is clearly having some impact on the
English language and the words we use. Recently we saw how some Internet words have made it to
the Oxford dictionary this proves the impact it made, for example the word “Tweet” which means
according to the dictionary: “a posting made on the social networking service Twitter”. However,
some people think that it is okay to misuse Grammar or word spelling on social networking sites,
for instance, using “your” instead of “You’re”. So do these sites make a positive or a negative im-
pact on the English language?
Literature review:
A research titled “5 Ways That Social Media Benefits Writing the English language” written by
Mallary Jean Tenore in 2013 mentioned some ways that social media benefits writing and language,
such as how it increases the awareness of mistakes, when people make grammatical or spelling mis-
takes people will point them out via these websites therefore we become more aware of our spelling
and grammar thus improving our language. She also talked about how it creates new words and
meaning, such as “googled”, “tweeted”, “Friended”. She said that it also spotlight short writings
meaning it valued short storytelling with Vine videos where you have just six seconds to give a
message and in twitter you only have 140 characters to use which forces you to make every word
count.
4 of 8
Another research called Social networkin ...
1
MATH 106 QUIZ 4 Due: by 11:59 PM, Sunday, September 22, 2013,
(take-home part) via the Assignment Folder
NAME: _______________________________
I have completed this assignment myself, working independently and not consulting anyone except the
instructor.
INSTRUCTIONS
The take-home part of Quiz 4 is worth 75 points. There are 10 problems (5 pages), some with multiple parts.
This quiz is open book and open notes. This means that you may refer to your textbook, notes, and online
classroom materials, but you must work independently and may not consult anyone (and confirm this with
your submission). You may take as much time as you wish, provided you turn in your quiz no later than
Sunday, September 22, 2013.
Show work/explanation where indicated. Answers without any work may earn little, if any, credit. You
may type or write your work in your copy of the quiz, or if you prefer, create a document containing your work.
Scanned work is acceptable also. In your document, be sure to include your name and the assertion of
independence of work.
General quiz tips and instructions for submitting work are posted in the Quizzes conference.
If you have any questions, please contact me via Private Message in WebTycho.
1. (4 pts) Determine how many six-character codes can be formed if the first, second, third, and
fourth characters are letters, the fifth character is a nonzero digit, the sixth character is an odd
digit, and repetition of letters and digits are allowed. (A digit is 0, 1, 2, .., or 9.) Show your
work . 1. ______
A. 720
B. 175,760
C. 790,920
D. 20,563,920
2. (4 pts) Suppose that a multiple choice exam has seven questions and each question has five
choices. In how many ways can the exam be completed? Show your work. 2. ______
A. 35
B. 4,096
C. 16,807
D. 78,125
2
3. (4 pts) Given the feasible region shown to
the right, find the values of x and y that
minimize the objective function 8x + 7y.
Show your Work. 3. _______
A. There is no minimum.
B. (x, y) = (6, 0)
C. (x, y) = (3, 2)
D. (x, y) = (1, 4)
E. (x, y) = (0, 7)
4. (4 pts) Six customers in a grocery store are lining up at the check-out. In how many different
orders can the customers line up? Show your work. 4. _______
A. 6
B. 36
C. 720
D. 46,656
5. (4 pts) A restaurant’s menu has six appetizers, four entrees, and five beverages. To order dinner, a
customer must choose one entrée and one beverage, and may choose one appetizer. (That is, a dinner
must include one entrée and one beverage, but not necessarily an appetizer. An appetizer is optional.)
How many different dinners can be ordered? Show your work. ...
1 MN6003 Levis Strauss Case Adapted from Does Levi St.docxmercysuttle
1
MN6003 Levis Strauss Case:
Adapted from: “Does Levi Strauss still fit
America?” by Caroline Fairchild October 6, 2014,
Fortune Magazine and “Levi Strauss - The Boss
and the yogi” Jul 12th 2014 from the Economist
It used to be the only name in denim. Today the
161-year-old family owned company is just one
name among hundreds. Can anyone bring the
blue jeans pioneer back to its old glory? Enter
Chip Bergh—a former P&G brand whiz who once
made razorblades cool. Chip Bergh is not an
“apparel guy,” he says, while walking through
Levi’s Stadium in Santa Clara, California, the new
home of the San Francisco 49ers. Levi’s 20-year,
$220 million investment in the naming rights for
the 49ers stadium is part of a larger push to tap
into the nostalgia Bergh believes everyone has
for the brand. Despite the setting, Bergh isn’t
really a “sports guy” either. He is much more of a
company man. “I still bleed Procter & Gamble
blue,” he says about his former employer.
A crowd full of fans wearing your clothing is the
fantasy of anyone heading an apparel company.
But at Levi—the largest jeans company in the
world and the undisputed founder of the
category—the fantasy has been far from reality
for a long time. The creator of the 501 has
struggled to keep its brand relevant for what
Bergh calls Levi’s “Lost Generation.” For 120
years the term “Levi’s” was synonymous with
“blue jeans.” Then came the turn of the 21st
century, when a fashion explosion in denim
suddenly gave shoppers a range of high-end
choices—including brands like 7 For All Mankind
(founded in 2000) and True Religion (2002),
whose labels sounded more like cults than pants.
At the same time, lower-end rivals that had been
kicking around for a while (Lee and Wrangler)
began nibbling away at market share and
consumers defected to cheaper jeans, sold by
“fast-fashion” retailers like Zara and H&M. Levi
got lost in the middle. With $7.1 billion in 1996
sales, the company used to be bigger than Nike.
By 2003, Levi’s revenues had bell-bottomed out
to $4.2 billion. Over the next decade, sales rose
only barely as the company failed to translate
affection for the brand into actual purchases.
Levi’s design team was late to key trends, like
colored denim for women and more tailored jeans
for men. Once in the top quintile of
the Fortune 500, Levi dropped off the list in 2012.
That kind of decline would be a challenge for any
new CEO, yet Bergh, a 57-year-old vegan and
former U.S. Army captain, is bringing a discipline
to the company that had been missing for nearly
20 years. He has taken an axe to the company’s
inflated cost structure and is convinced that he
can make Levi grow again. While still relying
heavily on the classic pieces of clothing that are
the seam of the denim giant’s business (think the
button-fly jean, the white pocket tee, the trucker
jacket), Bergh is now investing i ...
1
NAME__________________
EXAM 1
Directions: Answer the following questions on the attached sheets of paper. Please adhere
to the following guidelines to reduce any suspicions of cheating:
1. KEEP YOUR EYES ON YOUR OWN EXAM AT ALL TIMES.
2. KEEP YOUR ANSWERS COVERED AT ALL TIMES.
3. Do not communicate with any other student during the exam.
4. Do not use any unauthorized prepared material during the exam.
5. Only acceptable calculators may be used on the exams.
6. Do not leave the room at any time before handing in your exam.
7. SHOW ALL OF YOUR WORK (answers may not be accepted without work
shown)
EQUATIONS
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Earth: mR
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2
1. A stone is thrown straight up with a speed of 25.0 m/s from the top of a building 55.0 m
tall.
a. How far above the ground will the stone go?
b. How long until the stone hits the ground?
c. What is the speed of the stone just before it hits the ground?
d. If a ball is thrown downward from the top of the same building with a speed of
25.0 m/s, will its speed just before hitting the ground be greater than, less than, or
equal to the speed of the stone just before it hits the ground? Explain. (Hint:
What is the speed of the stone when it returns to the height it was thrown?)
3
2. A ball is thrown from the top of a building of height 40m at an angle of 20˚ above the
horizontal and with an initial speed of 15m/s. Use the assumptions of projectile motion
to answer the following questions.
a. How high above the ground will the ball travel?
b. What speed will the ball have at the maximum height?
c. What is the direction of the velocity of the ball at the maximum height?
d. How far has the ball traveled horizontally when it hits the ground?
e. What will be the speed of the ball when it hits the ground?
4
3. Consider the frictionless system below. The pulley is massless and frictionless, and the
string is massless. The mass of each block is ma = 2.0 kg, mb = 1.0 kg, mc = 2.0 kg, and
md = 1.0 kg.
a. What is the acceleration of the system?
b. What is the tension in the string between block a and block b?
c. What is the tension in the string between block b and block c?
d. What is the tension in the string between block c and block d?
e. If the system is initially at rest, how long will it take block d to fall 3.0 m?
5
4. Two equal mass ...
1
Name: Chem 9, Section:
Lab Partner: Experiment Date:
Synthetic Polymers and Plastics
Part A: Physical Characteristics
Find or choose one type of each of the following plastic polymers, and report the following
characteristics:
Plastic
number
Short Name
(HDPE,
LDPE, etc)
Clear
(yes or no)
Opaque
(yes or no)
Flexibility
(can be
bent?)
Durability
(hard or
soft)
Breakability
(can be
cracked?)
Recyclable
(yes or no)
1
2
3
4
5
6
7
Part B: Density Tests
Report for plastic samples in each liquid: sinks rapidly, sinks slowly, floats on top, floats below surface
Plastic
number
1:1 ethanol/water
density = 0.94 g/cm
3
Water
density = 1.0 g/cm
3
10% NaCl solution
density = 1.08 g/cm
3
1
2
3
4
5
6
Relative Plastic Densities:
Less than 0.94 g/cm
3
Less than 1.0 g/cm
3
Less than 1.08 g/cm
3
More than 1.08 g/cm
3
Ranking of densities:
(lowest) _______ _______ _______ _______ _______ _______ (highest)
2
Part C: Polymer Bouncy Balls
Polymer Ball composition Approximate height bounced Physical characteristics
Ball #1:
Ball #2
Ball #3
Questions
1. Which of the Big Six plastics was the most flexible?
2. Which of the Big Six plastics would be the best material for each of the following examples?
Use short names to identify each plastic (e.g. HDPE).
a replacement for a glass window ?
a take-out container for food?
a flexible, expandable bag for carrying items?
a lightweight bottle cap?
3. An unknown plastic floats in a 10% NaCl solution but sinks in water. What is the range of
possible density values this plastic may have? Suggest the composition of this plastic.
3
4. Why is it important to dislodge any adhering bubbles in the density tests?
5. PET plastic (number 1) is the most valuable waste plastic at the present time. Suggest a way
to separate it commercially from other waste plastics.
6. Sometimes plastic containers are made from two polymers and not just one. What would
happen to the water density test if HDPE and PVC were mixed?
7. Why are plastic recyclers very concerned about identifying the different polymers and not
mixing them together?
8. The figure below depicts polymerization of polystyrene (PS). Circle the original monomers
and determine how many monomers are present.
4
9. Polyvinylchloride (PVC) is composed of the vinyl chloride monomer. The monomer
structure and general reaction are shown at right.
Draw a polyvinyl chloride polymer composed of five
monomers arrange ...
1 pageapasources2Third Party LogisticsBriefly describe .docxmercysuttle
1 page
apa
sources:2
Third Party Logistics
Briefly describe the basic types of third party logistics (3PL) organizations.
• Identify some of the best practices that leading companies using 3PLs have embraced.
• What value-added considerations would you take into account when considering the use of a 3PL?
• Which 3PL would provide the most suitable service to your organization? (Forwarder and Warehousing are the ones my company use.)
• What 3PLs does your organization currently use? (My company uses a freight forwarder)
What other 3PLs could you recommend to your management? Domestic Transportation.
WAVfiles/behave.wav
WAVfiles/cat_meow_x.wav
WAVfiles/cow3.wav
WAVfiles/goat2.wav
WAVfiles/gold.wav
WAVfiles/imamog.wav
WAVfiles/reach.wav
WAVfiles/README.txt
Title Artist
===== ======
behave Austin Powers
cat_meow_x Kitty
cow3 Miss Cow
goat2 Goaty
gold Snowman
imamog Mog
reach Woody
rudolph Rudolph
theme Archie and Edith
warning_alien Robot
wizoz5 Munchkins
WAVfiles/rudolph.wav
WAVfiles/theme.wav
WAVfiles/warning_alien.wav
WAVfiles/wizoz5.wav
...
1 Pageapasources2Review the Food Environment Atlas maps for.docxmercysuttle
1 Page
apa
sources:2
Review the Food Environment Atlas maps for variables that seem to affect your selected state the most.
Select a state and variables you consider relevant to represent the food environment in you chosen state.
1) Include at least two food categories from the following list:
? ACCESS
? STORES
? RESTAURANTS
? ASSISTANCE
? INSECURITY
? PRICES_TAXES
? LOCAL
2) Include at least two health variables in each of the selected food categories. Find the name and descriptions of variables in the Food Environment Atlas Resources: Excel Data and Documentation Download.
Write a 200- to 300-word plan that includes
? your selected state (Texas);
? selected food categories and health variables; and
? reasons for selection. Are your variables expressed in numbers or percentages?
Optional: Discuss choices in discussion with classmates and instructor. Write a summary of your discussion to include with this assignment.
...
1 Lab 3 Newton’s Second Law of Motion Introducti.docxmercysuttle
1
Lab 3: Newton’s Second Law of Motion
Introduction
Newton’s Second law of motion can be summarized by the following equation:
Σ F = m a (1)
where Σ F represents a net force acting on an object, m is the mass of the object moving
under the influence of Σ F, and a is the acceleration of that object. The bold letters in
the equation represent vector quantities.
In this lab you will try to validate this law by applying Eq. 1 to the almost frictionless
motion of a car moving along a horizontal aluminum track when a constant force T
(tension in the string) acts upon it. This motion (to be exact the velocity of the moving
object) will be recorded automatically by a motion sensor. The experimental set up
for a car moving away from the motion sensor is depicted below.
If we consider the frictionless motion of the cart in the positive x-direction chosen in
the diagram, then Newton’s Second Law can be written for each of the objects as
follows:
T Ma (2)
and
– gT F ma (3)
From this system of equations we can get the acceleration of the system:
2
gF
a
m M
(4)
Because the motion of the car is not frictionless, to get better results it is necessary to
include the force of kinetic friction fk experienced by the moving car in the analysis.
When the cart is moving away from the motion detector (positive x-direction in the
diagram) Newton’s Second Law is written as follows for each of the moving objects
m and M:
1 1– kT f Ma (5)
and
1 1– gT F ma (6)
Since it is quite difficult to assess quantitatively the magnitude of kinetic friction
involved in our experiment we will solve the problem by putting the object in two
different situations in which the friction acts in opposite directions respectively while
the tension in the string remains the same.
When the cart M is forced to move towards the motion detector (negative x-direction
in the diagram), the corresponding Newton’s Second Law equations will change as
follows:
2 2kT f Ma (7)
and
2 2gT F ma (8)
Note that in equations 5, 6, 7, and 8 the direction of acceleration represented by vector
a has been chosen in the same direction as the direction of motion.
We are able to eliminate the force of kinetic friction on the final result, by calculating
the mean acceleration from these two runs:
1 2
2
ave
slope slope
a
(9)
Combing the equations (5) – (8) we derive the equation to calculate the value of
gravitational acceleration:
avea M mg
m
(10)
3
Equipment
Horizontal dynamics track with smart pulley and safety stopper on one end; collision
cart with reflector connected to a variable mass hanging over the pulley; motion
detector connected to the Science Workshop interface recording the velocity of the
moving cart.
Procedure:
a) Weigh the cart (M) and the small mass (m) hanger.
b) Open the experiment file “New ...
1 Marks 2 A person can be prosecuted for both an attempt and .docxmercysuttle
1
Marks: 2
A person can be prosecuted for both an attempt and the completed crime.
Choose one answer.
a. False
b. True
Question 2
Marks: 2
According to Hicks v. U.S.,150 U.S. 442 (1893)one can be held criminally liable by “merely speaking words of encouragement.”
Choose one answer.
a. True
b. False
Question 3
Marks: 2
According to MPC §1.07, conspirators in a completed crime may be punished for the conspiracy, as well as the completed crime.
Choose one answer.
a. True
b. False
Question 4
Marks: 2
According to your reading, in some states it is a more serious offense to break into a car and steal a tape player than it is to steal the entire car.
Choose one answer.
a. false
b. true
Question 5
Marks: 2
According to your reading, the charge of forgery includes each of the following elements except
Choose one answer.
a. the false making or altering
b. of a legally significant instrument
c. with intent to defraud
d. a court of law or financial institution
Question 6
Marks: 2
According to your reading, the legal term of art most often employed to distinguish murder from manslaughter is
Choose one answer.
a. causation
b. vicarious liability
c. burden of proof
d. malice aforethought
Question 7
Marks: 2
According to your reading, the Model Penal Code considers the solicitor to be as dangerous as the perpetrator of the completed crime.
Choose one answer.
a. false
b. true
Question 8
Marks: 2
According to your reading, the problems with corporate criminal liability include
Choose one answer.
a. Determining who to charge
b. determining punishment
c. the wording of criminal statutes
d. all of the above
Question 9
Marks: 2
Although they are similar, embezzlement differs from larceny in which of the following ways?
Choose one answer.
a. embezzlement requires asportation
b. the claim of right defense is generally not applicable to larceny
c. embezzlement does not require intent
d. none of the above
Question 10
Marks: 2
An aider and abettor or accessory before the fact must
Choose one answer.
a. be a principal of the crime
b. discourage the commission of the crime
c. solicit the commission of the crime
d. aid or encourage the commission of a crime
11
Marks: 2
An effective abandonment defense to aiding and abetting, or to accessory before the fact, will
Choose one answer.
a. vary with aid
b. depend on the type of solicitation made
c. all of the above
d. none of the above
Question 12
Marks: 2
Assault and battery are
Choose one answer.
a. civil torts, not crimes
b. handled the same in all jurisdictions
c. handled the same in civil and criminal proceedings
d. handled differently from jurisdiction to jurisdiction
Question 13
Marks: 2
At Common Law, which of the following elements is not accurate regarding the crime of Burglary?
Choose one answer.
a. Trespassory breaking and entering
b. Of the dwelling of anoth ...
1 Marks 1 Post Traumatic Stress Disorder (PTSD)Choose one .docxmercysuttle
1
Marks: 1
Post Traumatic Stress Disorder (PTSD):
Choose one answer.
a. is exclusive to Vietnam Veterans
b. is a psychological illness characterized by panic attacks, nightmares, depression, guilt and flashbacks
c. can be caused by any highly emotional event
d. both b and c above
Question 2
Marks: 1
Which of the following is not a role of a crisis interventionist?
Choose one answer.
a. To encourage and allow the client to "make the decisions".
b. To tell the client exactly what he/she should do, when he/she should do it, and how he/she should do it.
c. To enable the client to become aware of possible solutions to the crisis.
d. To allow the client to vent emotions.
Question 3
Marks: 1
A victim's pain:
Choose one answer.
a. may often last weeks, months, or even years after the incident
b. usually goes away after the court process is completed
c. usually goes away after an advocate explains the legal system
d. usually goes away after receipt of financial reimbursement for personal and property losses
Question 4
Marks: 1
Which of the following does NOT create law:
Choose one answer.
a. U.S. Congress
b. National Association for the Advancement of Colored People
c. U.S. Environmental Protection Agency
d. Colorado Supreme Court
Question 5
Marks: 1
Which of the following is not considered to be a responsibility of a victim advocate?
Choose one answer.
a. To consider the job a serious commitment.
b. To litigate the victim's case.
c. To maintain confidentiality in all issues pertaining to clients.
d. To keep informed on relevant issues through ongoing training.
Question 6
Marks: 1
Which of the following is a goal of perpetrator counseling?
Choose one answer.
a. Counseling done in hopes to keep perpetrators from committing further crimes.
b. To encourage the perpetrator to commit more crimes
c. To meet the urgent physical and emotional needs of a victim.
d. To provide support and reassurance at the scene of the crime or shortly thereafter.
Question 7
Marks: 1
What court-related service involves monitoring court activity to make sure victims are being treated fairly by judges and attorneys?
Choose one answer.
a. Witness Alert
b. Court Watch
c. Restitution Assistance
d. Legislative Advocacy
Question 8
Marks: 1
Which of the following puts the statutes in the correct chronological order (earliest to most recent) by their date of enactment?
Choose one answer.
a. Violence Against Women Act; Victims of Crime Act; Victims & Witness Protection Act; Victims Rights & Restitution Act
b. The Victims of Crime Act; Victims Right & Restitution Act; Violence Against Women Act; Victims & Witness Protection Act
c. The Victim & Witness Protection Act; Violence Against Women Act; The Victims of Crime Act; Victims Rights & Restitution Act
d. The Victim & Witness Protection Act; The Victims of Crime Act; Victims Rights & Restitution Act; Violence Against Wome ...
1 List of Acceptable Primary Resources for the Week 3 .docxmercysuttle
1
List of Acceptable Primary Resources for the Week 3 and Week 5
Assignments
These are the primary resources that you can cite when explaining a moral theory in order to fulfill the
relevant portion of the resources requirement. Readings included in the “Required Readings” list are
indicated with a *.
Utilitarianism:
*Mill, J. S. Utilitarianism, in the original version in the textbook, or in the version by Jonathan
Bennett retrieved from www.earlymoderntexts.com.
Haines, W. (n.d.). Consequentialism. Internet Encyclopedia of Philosophy. Retrieved from
http://www.iep.utm.edu/conseque/
Singer, P. (2003). Voluntary euthanasia: A utilitarian perspective. Bioethics, 17(5/6), 526-541.
Retrieved from the EBSCOhost database.
Deontology:
* Kant, I. (2008). Groundwork for the metaphysic of morals. In J. Bennett (Ed. & Trans.), Early
Modern Philosophy. Retrieved from http://www.earlymoderntexts.com/pdfs/kant1785.pdf
(Original work published in 1785).
Virtue Ethics:
* Aristotle. (350 B.C.E.). Nicomachean ethics (W. D. Ross, Trans.). Retrieved from
http://classics.mit.edu/Aristotle/nicomachaen.html
Annas, J. (2006). Virtue ethics. In D. Copp (Ed.), The Oxford Handbook of Ethical Theory (pp. 515–
36). Oxford: Oxford University Press. Retrieved from
https://www.sesync.org/sites/default/files/resources/case_studies/10-kenyaecotourism-
handbook.pdf
Hursthouse, R. (2012). Virtue ethics. In E. Zalta (Ed.), The Stanford Encyclopedia of Philosophy.
Retrieved from http://plato.stanford.edu/entries/ethics-virtue/
MacIntyre, A. (1984). After virtue. Notre Dame, IN: University of Notre Dame Press. Chapters 14-15
are included in the Chapter 6 readings of the textbook.
Feminist/Care Ethics:
*Held, V. Feminist transformations of moral theory. Included in the Chapter 6 readings of the
textbook.
*Gilligan, C. (1982). In a different voice: Psychological theory and women’s development.
Cambridge, MA: Harvard University Press. Retrieved from
https://lms.manhattan.edu/pluginfile.php/26517/mod_resource/content/1/Gilligan%20In%20
a%20Different%20Voice.pdf
http://insite.bridgepoint.local/dept/ops/pni/Navigator Images/Ashford Logo New.jpg
http://www.earlymoderntexts.com/
http://www.iep.utm.edu/conseque/
https://www.sesync.org/sites/default/files/resources/case_studies/10-kenyaecotourism-handbook.pdf
http://plato.stanford.edu/entries/ethics-virtue/
https://lms.manhattan.edu/pluginfile.php/26517/mod_resource/content/1/Gilligan%20In%20a%20Different%20Voice.pdf
2
* Noddings, N. (2010). Maternal factor: Two paths to morality. Berkeley, CA: University of
California Press. Retrieved from the ebrary database.
http://insite.bridgepoint.local/dept/ops/pni/Navigator Images/Ashford Logo New.jpg
...
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
1 HAZARD MITIGATION PLANNING MADE EASY! A Simple .docx
1. 1
HAZARD MITIGATION PLANNING
MADE EASY!
A Simple and Easy Way to Develop Your Community’s Hazard
Mitigation Plan
Over the next couple of days you will be learning about a local
planning process called
HAZARD MITIGATION PLANNING. Before this training
program is over you will be
well on your way to developing a HAZARD MITIGATION
PLAN for your local community.
That plan if properly implemented and followed may someday
save the lives, property and
livelihoods of your friends, neighbors, family, perhaps even
yourself. Hazard mitigation
planning may sound complicated, confusing and maybe even
intimidating. It’s really not.
The first time people hear the term “hazard mitigation,” many
of them say “What’s that?”
2. Most people have an idea of what “hazards” are. Hazards are
dangers or things to watch out
for or risks, but what’s mitigation mean? The ancient Romans
used the word “mitigare”
meaning “to soften.” Good old Daniel Webster says it means
“to make less severe or painful,
to cause to become less harsh or hostile.” Mitigate is another
way to say “relieve” or
“alleviate.” Hazard mitigation is kind of like taking an aspirin
to make a headache go away, it
might not make it go away completely but it should help some.
That’s the general idea, to
make a dangerous situation less risky, but now let’s get down to
what Hazard Mitigation is
really all about.
Great! You’re probably thinking, now I know what the Romans
and Daniel Webster meant, what
should HAZARD MITIGATION mean to me? For our purposes
hazards are natural, man-made
or technological disasters. Hazard mitigation means reducing,
eliminating, redirecting, or
avoiding the effects of those hazards. The standard definition of
hazard mitigation that is
often used by FEMA and PEMA is:
3. Any cost-effective action taken to eliminate or reduce the long-
term
risk to life and property from natural and technological hazards.
The phrase “cost-effective” is added to this definition to stress
the important practical idea
that, to be beneficial, a mitigation measure should save you (the
American taxpayer) money in
the long run. For example, in the California earthquakes when
expressways and bridges
collapsed, which was more cost-effective? Rebuild structures to
the same standard they
were before the quakes or spend a little additional money to
build stronger, more earthquake-
resistant structures? The second choice probably makes more
sense. On the other hand,
California probably doesn’t need to spend a lot of money to
flood-proof homes in, let’s say,
Death Valley. A more appropriate, cost-effective mitigation
there might be against drought
and extreme heat hazards.
4. 2
OK, that’s hazard mitigation, now what’s a Hazard Mitigation
Plan, since that’s what this
course is supposed to be about?
Wow! You’re just raring to go! Well, a Hazard Mitigation Plan,
then, is:
A community’s outline for evaluating hazards, identifying
resources and
capabilities, selecting appropriate actions, and developing and
implementing mitigation measures to eliminate or reduce future
damage
from those hazards in order to protect the health, safety, and
welfare
of residents in that community.
5. Wait, that still sounds complicated, confusing and maybe even
intimidating, doesn’t it? Let’s
break it down into smaller, more manageable parts. It looks like
there are four parts to our
definition of a Hazard Mitigation Plan:
g hazards
The purpose of this course over the next several days is to
explain and discuss each of these
four parts and to give each course participant the opportunity to
develop a working knowledge
of each. The first three steps lead up to the fourth and final part,
“Developing &
Implementing Mitigation Measures,” in which you actually
begin to develop a Hazard Mitigation
Plan for your local community using the principles and skills
learned in this course.
So enough already with the preliminaries and the formalities!
Let’s get down to the serious
6. business of doing our best to protect our families and
communities from the next, sure-to-
come, life-threatening disaster through Hazard Mitigation
Planning.
3
HAZARD MITIGATION PLANNING
MADE EASY!
PART ONE: HAZARD EVALUATION
Earlier we said that hazards could be natural, man-made or
technological. Most of our focus
in this program will be on natural hazards in Pennsylvania.
Remember, however, there are
significant man-made and technological threats (like chemical
spills, nuclear accidents, even,
unfortunately in today’s world, terrorist attacks) that you should
consider and include in your
hazard mitigation plan if they present a significant risk to your
community.
7. The first step in developing a Hazard Mitigation Plan is
determining what hazards threaten
your community. To do that you need to be able to answer
several questions about those
hazards and about your community. The first question is simple
enough:
What hazards are you and your community most worried about?
In Pennsylvania’s State Hazard Mitigation Plan seven natural
hazards are identified: floods,
tornadoes, earthquakes, drought, winter storms, wildfire and
landslides. Some or all of these
natural hazards are probably the risks you and your community
are most concerned about.
Man-made (technological) hazards from nuclear power plants,
chemical production companies,
and hazardous material spills are also real risks for many of
Pennsylvania’s communities.
Another unfortunate but growing concern comes from societal
hazards. Terrorist attacks,
mass shootings and hostage situations are all potential threats to
our communities where
8. mitigation may be an effective tool to reduce risks.
4
Exercise #1: Hazard Identification
Make a list of all the hazards you can think of that could really
threaten your community.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
9. 14.
15.
16.
With a little thought, coming up with a list of the hazards that
your community faces is
pretty easy. But that’s just the beginning of Hazard Evaluation.
If you are going to be able
to effectively “soften” the next hazard that threatens your
community, there are a lot more
questions to answer. What hazards do you face the most often?
What ones are the most
severe? What ones cause the most damage? What ones affect the
most people? The largest
area? What ones are the most costly to businesses and the local
economy? Emergency
management specialists call this step Hazard Vulnerability
Analysis.
5
10. HAZARD MITIGATION PLANNING
PART TWO: HAZARD EXPOSURE PROFILE
Before looking at the various hazards your community faces, it
is important to first look at
the make-up of your community itself. The reason for this is to
determine just what is
potentially at risk in your community should a disaster occur.
This basic information will be
helpful in evaluating the consequences of different types of
disasters as you develop a hazard
priority list for your hazard mitigation plan.
What is potentially at risk in your community should a disaster
occur?
Let’ call this summary information your community’s
“HAZARD EXPOSURE PROFILE.”
In 1995 the Federal Emergency Management Agency (FEMA)
developed a hazard exposure
11. index for just about every county in the United States. To do
this, data about fourteen (14)
different parts of each community was collected. To determine
the hazard exposure of your
community, these fourteen items are a good place to start. You
can add or delete any
categories to get the best picture of your community.
EXERCISE #2: Exposure Identification
Name of Municipality/County AREA_ square miles
Population
Public Water Supplies (#)
Sewage Treatment Sites (#)
Miles of Roads/Streets
Miles of Railroad
Miles of Pipeline
Miles of Utility Lines
Airports (#)
Hospitals (#)
12. Bridges (#)
Dams (#)
Toxic/Chemical Inventory Sites (#)
Superfund Sites (#)
Nuclear Power plants (distance to)
6
HERE ARE SOME OTHER CONSIDERATIONS YOU MIGHT
WANT TO LOOK
AT IN YOUR COMMUNITY TO ASSESS YOUR HAZARD
EXPOSURE:
HAZARD EXPOSURE
What is at risk when disaster strikes your community?
• Hazards affect people, homes and
businesses, critical facilities,
transportation routes, utilities and
13. services, water supplies, and the
environment.
• THE FIRST RULE:
“KNOW THY
COMMUNITY”
HAZARDS AFFECT PEOPLE
What is your community’s population like?
• Population size
• Age and gender
• Children at home & school
• Seniors & special needs people
• Population density: urban & rural
• Workforce in your community
• Workforce outside the community
• Proximity to hazard risk areas:
Nuclear plants
Chemical storage plants
Rivers & dams
14. HAZARDS AFFECT
HOMES & BUSINESSES
• What businesses are in your area?
• What is the size of the workforce?
• What are the largest & most critical?
• How do people get to work?
• What utilities & services are needed?
• What happens if a business closes?
• What on the job hazard risks exist?
• What is their proximity to risk areas?
• What is your housing inventory?
Number of units, building type,
method of construction, location
CRITICAL FACILITIES
INVENTORY
• Hospitals & Healthcare
15. • Schools & Day Cares
• Emergency Shelters
• Utilities & Services
• Communications
• Emergency Services
• Government Services
• Transportation
These are just some ideas about the basic community
information you might want to collect to
get an accurate picture of what is potentially at risk during a
disaster. The better, more
complete understanding of your community you have at the
outset, the more detailed and
accurate your hazard mitigation plan is likely to be. It will also
make it easier for you to
answer some of the questions mentioned earlier: What disasters
cause the most damage?
What ones affect the most people? The largest area? What ones
are the most costly to
businesses and the local economy? This is the heart of hazard
vulnerability analysis and
16. where we are going next in this training course.
7
Hazard Mitigation Planning
PART THREE: HAZARD VULNERABILITY ANALYSIS
(HVA)
Let’s stop for a moment and recap. We’ve listed the various
hazards that could hit your
community and we have taken the time to get a good idea of
what is at risk in your
community. Now in the next step of developing a local hazard
mitigation plan, Hazard
Vulnerability Analysis (HVA for short), we are going to
determine what hazards pose the
greatest threat to your community.
KKKEEEYYY TTTEEERRRMMMSSS
17. HAZARD VULNERABILITY ANALYSIS
The process of evaluating risk associated with a
specific hazard and defined in terms of probability
and frequency of occurrence, magnitude and
severity, exposure and consequences.
There are a number of ways to go about an HVA, from the latest
high-tech, computer-based
modeling method to good, old-fashioned pencil pushing and
head scratching. Regardless of
what method you have at your disposal, the basic elements are
the same. The end result is a
method that permits decision-makers to anticipate losses,
evaluate potential impacts, and
facilitate effective emergency planning and hazard risk
management.
Defining a hazard in terms of probability and frequency of
18. occurrence simply means, how often
is such an event likely to happen? In the case of commonly
occurring natural disasters (floods,
winter storms) it is pretty easy to document a past history
through local news accounts,
official records and local personal experiences. Technological
hazards and accidents (nuclear
or chemical) are carefully monitored and regulated by law and
can be tracked through the
mandated reporting requirements of those laws. Some serious
hazards (earthquake) that could
pose devastating consequences to a highly developed and
populated area may not have occurred
in recent memory. In those cases you may have to rely on expert
or statistical projections of
likelihood and severity.
8
After determining how often a hazard event happens, measuring
its magnitude and severity is
the next important consideration in your local HVA. Magnitude
is the strength or destructive
power of a disaster. Severity is a measure of an event’s
19. duration and impact area. These
two measurements go hand-in-hand with frequency and
probability in identifying the order of
risk to your community. Let’s take a few minutes to look more
closely at this relationship by
way of a couple of examples.
Winter storms are a common occurrence in Pennsylvania. Can
you imagine a PA
winter without one? The chance (or probability) of a snowfall of
at least 1”
during the course of a winter is pretty high, say 100%? The
number of times
(frequency) when we get at least 1” of snow in one winter might
be 20 days.
The strength (magnitude) and severity (duration and area) of
such a storm,
however, is very small. How great is the hazard from such an
event?
In Pennsylvania, are you kidding?
Actually, such an event without mitigation could pose a
significant risk to a community (One
20. PEMA staffer saw an entire military base in Texas closed by 1”
of snow and sleet). In fact,
an event of this scope is not a significant risk in Pennsylvania
because we have done things to
mitigate against its damaging and disruptive effects. Snow tires
and experience driving in
snow, cinder and plow-truck fleets, full basements, home
insulation and heating, even winter
clothing: All these factors actually mitigate to “soften” the
effects of such a storm.
More snow! This time, however, the accumulation is
significantly higher—say,
3 feet. The chance (probability) of a snowfall that deep is much
lower than
our earlier 1” snow. The frequency of such an accumulation
may be only once
or twice in a single winter. Additionally, let’s say this storm
also has high
winds and extreme cold associated with it. How great is the
hazard from such
an event?
21. Although its occurrence is less frequent, because of the greater
magnitude and severity of
this storm (blizzard) the risk of adverse consequences is much
higher. In terms of Hazard
Vulnerability Analysis (HVA), such a level of threat could be
considered significant in
developing a hazard mitigation plan.
As was mentioned earlier, there are a number of ways to assess
these different hazard
elements in determining risk to your community. Computer-
based geographic information
system (GIS) models like FEMA’s HAZUS program utilize
many different kinds and sources of
information to project potential losses from various types and
intensities of disasters. If you
have the resources and manpower, this method is a powerful
tool in HVA and has many
advantages. A simpler method that is available to anyone
interested in HVA and willing to
devote some time and mental energy to the task is RISK
MATRIX ANALYSIS.
24. Prioritization of Risk Among Multiple
Hazards
THE RISK MATRIX METHOD enables hazard mitigation
planners to classify various types of
hazards into different categories of priority by locating them on
a two-dimensional grid based
on their frequency and severity. The risk matrix looks like this:
EXAMPLE OF RISK MATRIX
FREQUENCY
HIGH
MODERATE
LOW
25. VERY LOW
MINOR SE RIO US EXTE NSIVE CATASTROPHIC
SEVERITY
10
RISK FREQUENCY
frequently than once in 10 years
Frequency: events that occur from
once in 10 years to once in 100 years
once in 100 years to once in 1,000 years
frequently than than once in 1,000 years
SEVERITY CATEGORIES
26. Catastrophic to Minor
RISK CATEGORIES
-risk condition with the
highest priority for mitigation and
contingency planning (immediate action)
complete shutdown of facilities and critical
services for more than 30 days, more than
50% of property located in affected area is
severely damaged.
RISK CATEGORIES
27. (Continued)
-to-high-risk condition
with risk addressed by mitigation and
contingency planning (prompt action).
injury/illness, complete shutdown of
facilities and critical services for more than
14 days, more than 25% of property in
affected area is severely damaged.
RISK CATEGORIES
(Continued)
give consideration for further mitigation and
planning.
disability, complete shutdown of facilities
and critical services for more than 7 days,
28. more than 10% of property located in
affected area is severely damaged.
RISK CATEGORIES
(Continued)
-risk condition with
additional mitigation contingency planning
(advisory in nature).
complete shutdown of facilities and critical
services for more than 1 day, no more than
1% of property located in affected area is
severely damaged.
It should be pointed out that frequency and severity are relative
terms and that you can
adopt your own criteria for each level or perhaps include more
risk classes. Whatever you
decide, your risk matrix should include the full range of
possible hazard situations your
community must consider and define clear parameters for each
29. class of risk condition.
11
Moderererewr
er=werrroopp
1” SNOW
C
w
B
A
A
C
B
30. B
A
D
C
B
B
D
D
C
C
Returning to our examples of winter storms, if we apply the risk
matrix to these two events
we can get an idea of how this method is used to evaluate
various hazard conditions.
31. EXAMPLE #1: 1” SNOWFALL
As we said earlier, one inch of snow is a very common
occurrence during a Pennsylvania winter,
that is HIGH FREQUENCY. It severity in most cases would be
considered MINOR.
RISK MATRIX
Example #1: One Inch Snowfall
FREQUENCY
HIGH
MODERATE
LOW
VERY LOW
MINOR SERIOUS EXTENSIVE CATASTROPHIC
32. SEVERITY
A one-inch snowfall is a high frequency, minor severity hazard
that should be
considered, as a Class C risk, for possible further mitigation and
planning.
12
Moderererewr
er=werrroopp
C
w
3 Ft Snow
B
34. C
C
EXAMPLE #2: 3 FOOT SNOWFALL
Three feet of snow, though not as frequent, is also a common
occurrence during a
Pennsylvania winter, that still rates as HIGH FREQUENCY. It’s
severity, however, would
probably be considered SERIOUS.
RISK MATRIX
Example #2: Three Foot Snowfall
FREQUENCY
HIGH
MODERATE
35. LOW
VERY LOW
MINOR SERIOUS EXTENSIVE CATASTROPHIC
SEVERITY
In our second example the risk category is increased to Class B,
a moderate
to high risk condition to be addressed by mitigation and
contingency planning
for prompt action.
13
Moderererewr
er=werrroopp
37. B
B
D
D
C
C
Get the idea? Now, let’s try the risk matrix approach with the
list of
hazards you identified for your community in Exercise #1.
EXERCISE #3: RISK MATRIX HAZARD ANALYSIS
Using the list of hazards you identified for your community in
Exercise #1, determine
which risk category on the risk matrix below each hazard falls
into. Remember to include
all of the different levels of frequency and severity that apply to
the hazards your
38. community contends with (For example: minor spring flooding,
moderate flash flooding,
and a hundred year flood). When you have analysis all your
hazards, classify each into a
hazard risk category (A through D) on the form provided on the
next page.
RISK MATRIX HAZARD ANALYSIS
FREQUENCY
HIGH
MODERATE
LOW
VERY LOW
MINOR SERIOUS EXTENSIVE CATASTROPHIC
39. SEVERITY
14
EXERCISE #3 (Con’t)
RISK MATRIX HAZARD CATEGORY LIST
Category A (High risk/high priority)
1.
2.
3.
4.
Category B (Moderate to high risk/prompt action priority)
1.
2.
3.
41. 7.
8.
9.
15
Hazard Mitigation Planning
PART FOUR: CAPABILITY ASSESSMENT
If everything is going right, by now you should have a pretty
good idea of the hazards that
threaten your community and which ones would cause the most
harm. By looking at the risk
category list you just completed, you should also be getting an
idea of which hazards require
the most immediate attention. The risk category list you just
completed is the beginning of a
hazard mitigation planning task called prioritizing risk
reduction. We will return to this
step in developing a hazard mitigation plan a little later in this
course. But before we can
properly prioritize our mitigation efforts, we need to consider
our resources and capabilities
42. to reduce the risk from our identified hazards. We call this next
step CAPABILITY
ASSESSMENT.
Capability Assessment, put simply, means looking at what you
are doing, what you are not
doing, what you can do, and even what you are doing wrong to
reduce your community’s risks
from hazards.
CAPABILITY ASSESSMENT ...what you are doing, what you
are
not doing, what you can do, and even what you are doing
wrong...
To some people in hazard mitigation, Capability Assessment is
like the ugly duckling or the
forgotten child of the planning process. Instead of looking at
powerful winter storms,
devastating earthquakes, giant hurricanes or tornadoes,
capability assessment looks at
government programs and policies, regulations and ordinances,
existing emergency plans,
personnel and equipment, and the like. Interesting and exciting
stuff! Are you still awake?
43. For all of its lack of glamour and excitement, flashing lights
and sirens, capability assessment
is arguably the first place, as the old advertisement said, “where
the rubber hits the road” in
hazard mitigation planning. Up until now our planning tasks
have focused on what might happen
and what the consequences might be, “What if” kinds of things.
Capability assessment is the
first activity where you begin to look at what is actually in
place (or not in place) in your
community to reduce the risks that you face. It is where you
first look at the nuts and bolts
of your mitigation strategy.
Capability assessment incorporates a wide range of view to be
truly worthwhile. In the case
of man-made hazards stemming from chemical production,
storage and transportation and
nuclear facilities, capability assessment means locating and
reviewing a number of legally
mandated, public documents from private facilities and
government agencies. Your local
emergency management coordinator will be able to assist you in
locating them. These
documents can assist you in locating the hazardous materials
44. production and storage facilities
in your community. They will also tell you the kinds and
quantities of these materials on site.
Also available are reports that tell you how many hazardous
materials have occurred in your
community, where they occurred, what chemicals where
involved and how the problem was
16
handled. Many of these facilities (including nuclear power
stations) are also required to
develop “worst case scenario” reports that forecast the
consequences that would occur in your
community if a major disaster occurred at their site. This
information can be helpful to you
determining the consequences of such an event in your hazard
vulnerability analysis.
Capability assessment also means making a thorough review of
your community’s local laws and
regulations. A disaster resistant community should have in place
a number of safeguards that
control where and how development can occur. The following
list includes many of the policy
45. and regulatory documents to consider and evaluate, for both
positive and negative impacts on
your community’s safety:
Floodplain and storm water ordinances
nt response and recovery plans
Each of these local policies, regulations and programs can
contribute to reducing risks from
disaster.
The capability assessment should also look beyond the local
community to the next highest
46. level of governmental responsibility. Cities, towns, and other
municipalities should look at
what protections are in effect at the county level. Counties
should consider the mitigation
efforts and protections afforded by state government and
regulatory agencies.
Your capability assessment should recognize the positive
mitigation steps that have been taken
and realistically point out any deficiencies where improvements
can be made to increase
disaster resistance in your community. Ultimately, your hazard
mitigation plan will be included
in this list of positive risk reduction safeguards. Beyond that, a
careful and considered hazard
mitigation plan can be the centerpiece that connects and
coordinates your local policies and
regulations in a comprehensive multi-hazard defense strategy.
Capability assessments also look at the resources available to
local communities to reduce
disaster risks. Resources can be divided into five categories:
human, physical, technical,
informational and financial.
47. 17
HUMAN RESOURCES
Human resources include local police, fire, ambulance, and
emergency management & response
personnel. Local government operation and services, electric,
gas, and other utility providers,
all need to be able to function during critical periods in
disasters. Doctors, nurses and other
medical assistance personnel should also be considered in
assessing your community’s mitigation
capabilities. Teachers, social service workers, mental health
professionals, clergy and
volunteer service workers can play vital roles in public
awareness and safety education in
preparation for disasters and assist in post-disaster response and
recovery. Businesses and
local citizens can also be key assets in preparing for disasters.
These people in your local
community can become part of your hazard mitigation planning
early on with the formation of a
local hazard mitigation committee. The experience and
expertise, shared memory and
48. emotional ties to the community of such a local hazard
mitigation planning committee can
greatly enhance the depth and thoroughness of your plan. The
involvement of people early on
can also raise community awareness and commitment to your
plan, its objectives and its overall
purpose. That may be the most important goal of all.
PHYSICAL RESOURCES
Physical resources include the equipment, vehicles, public
lands, facilities and buildings
available to the community. The review of your physical assets
and needs should include
emergency response and recovery equipment and vehicles.
While response and recovery is
often thought to be a different aspect of emergency management
from hazard mitigation,
your community’s ability to carry out these vital tasks during
and immediately after a disaster
are important components in reducing the extent of loss and
damage—thus hazard mitigation.
Once identified, the status and condition of equipment and
49. vehicles and your current and
future needs can become the basis for a capital improvement,
investment and budget planning.
Facilities and buildings play a critical role in hazard mitigation.
Locations which house
essential community functions like police, fire and rescue,
sewage treatment and water supply,
government services, etc., should be evaluated for their
structural safety and ability to
sustain operations under a disaster situation. Public buildings,
like schools and churches,
should be evaluated for their disaster resistance and availability
as emergency shelters.
Hospitals, daycare and senior centers should be assessed to
determine excess capacity for
special needs persons and emergency care. Even private homes
and developments can have
emergency “safe rooms” built into them to provide accessible
security from certain types of
hazards. Locations for businesses to relocate to after a disaster,
like excess capacity at a
local industrial park or unused warehouse, can often be
identified to maintain and re-establish
50. important employers and the local economy.
Open public land can often be a useful resource in hazard
mitigation. If it is suitable for
development, these locations can be used for relocation or
replacement construction of homes
at risk from flooding or other hazards. Open space land along
floodways should be evaluated
to ensure it is maintained properly. Trees on public and private
land near homes and
businesses should be inventoried and regularly inspected to
reduce wind-related dangers; many
communities have shade tree commissions for this purpose.
18
TECHNICAL/TECHNOLOGICAL RESOURCES
In addition to the human and physical resources available to
improve their ability to reduce the
consequences of disaster, communities also need to consider
their technical and technological
resources. Early warning systems, weather alert radios, stream-
level monitoring gages, 911
51. communication systems, all are technological systems with
which most communities are familiar.
As familiar as some of these systems are, with the rate of
technological advancement today,
each of these technologies is becoming more sophisticated and
more useful in effective
mitigation. Weather alert radios can now be turned on from a
remote warning
site for specific locations and sound an emergency tone and
instructions. “Real-time” stream
gages that send measurements via satellite for better advance
flash flood warning are
currently (no pun intended) being incorporated into the existing
monitoring system. “Reverse”
911 systems allow emergency centers to reach specific at-risk
locations in event of pending
threat.
In today’s world, it’s impossible to talk about technological
resources without mentioning
computers and the Internet. With more “computer literate”
people in our society and the
affordability of the technology, computer systems are within the
means of almost every
52. community in Pennsylvania today. Of most interest today to
emergency management and
mitigation planners are computer based mapping programs,
known as Geographical Information
Systems or GIS. These software programs produce
sophisticated map images of communities
which, when coupled with other information databases, can
provide a wealth of visual and
factual information for disaster planning, response and
recovery. While the initial cost for
GIS and the skill and training requirements for such systems
may be beyond some communities
means, it is important to at least develop access to this tool
through other local and county
governments that have it.
The Internet is home to hundreds of web pages and home sites
related to all types of
disasters, emergency management and hazard mitigation, as
well as State and Federal
agencies like PEMA ( www.pema.state.pa.us ) and FEMA (
www.fema.gov ). At the end of
this manual is a list of Internet addresses about hazard
mitigation topics you can check out.
53. INFORMATIONAL RESOURCES
Besides the wealth of information about disasters, hazard
mitigation, and planning that is
available on the Internet, there are other very good sources of
helpful information in print
and on video from a number of sources. Some of these sources
you have already received as
a part of the training packet for this course. As with the Internet
addresses, a list of these
reference publications and video presentations are provided at
the end of this manual.
Assessment of informational resources should also consider a
community’s ongoing public
awareness and education efforts and needs. A community that is
informed and knowledgeable
about disasters, risk reduction, and how to react is better
prepared when disaster strikes.
http://www.pema.state.pa.us/
http://www.fema.gov/
54. 19
FINANCIAL RESOURCES
The final portion of our hazard mitigation capability assessment
is often the one of most
concern to local communities: Where will we get the money for
hazard mitigation in our
community? To begin with let’s look at the federal and state
sources for funding, listing them
first and then going on to discuss them in more detail.
(FEMA/PEMA)
(FEMA/PEMA)
(PEMA)
ACT (FEMA)
Other State agencies that have funding programs related to
mitigation include:
55. sportation
Most State and Federal grant programs require local
communities to provide at least part of
the necessary project funding in real dollars or through “in-
kind” services. While the
percentage of local contribution varies from program to
program, local communities need to
assess their financial capability and resources to implement
their hazard mitigation action
plans.
PRIORITIZING HAZARDS
Upon completing your capability assessment, you should have a
pretty good idea of your
community’s assets and potential needs to now develop and
implement a comprehensive, multi-
hazard mitigation action plan. For an effective plan to take
shape, it is necessary to review
56. the types of hazards and risk levels identified in your hazard
vulnerability analysis and rank
them in order of priority. The hazards identified as most
destructive and of greatest danger
(Category A) will be the first priority, Category B the second
priority level, and so on until all
of your identified hazards have been classified. Once this
priority review has been
completed, the work of matching capabilities to specific types
of hazards, deciding on
mitigation measures, and developing a local hazard mitigation
action plan can FINALLY
proceed.
DID SOMEBODY SAY---ABOUT 20 PAGES AGO---THAT
THIS WAS SIMPLE??????
20
Hazard Mitigation Planning
PART FIVE: TYPES OF MITIGATION MEASURES
57. By now in your hazard mitigation planning activities, you
should have a good idea of where your
community’s greatest risks lie and what resources are at your
disposal. The next step is to
determine what mitigation alternatives exist to effectively
reduce your risks and the
destructive consequences of your identified hazards.
If we try to address each specific hazard for each community
and develop mitigation measures
for each type and severity level of hazard, this course would
continue for a very long time.
It is probably safe to say that nobody wants that. That level of
specificity really needs to
occur at the local level with the people who best know the
territory and risks, and will most
directly suffer the consequences of a disaster. Where this course
can be helpful in getting
that process started is in providing some general ideas about
different types of mitigation
measures.
There are six general approaches to reducing hazard risks:
Preventive measures, property
58. protection, emergency services measures, structural projects,
natural resource protection, and
public information.
PREVENTIVE MEASURES keep problems from getting started
or getting worse. The
use of known hazard areas, like floodplains for example, can be
limited through planning, land
acquisition, or regulation. These activities are usually
administered by building, zoning,
planning, and/or code enforcement officials:
codes and enforcement
PROPERTY PROTECTION measures are those actions, which
go directly to permanently
getting people, property, and businesses out of unsafe areas
where, in terms of wise disaster
59. planning, they shouldn’t have been in the first place.
The first of these measures is property acquisition: public
procurement and management of
lands that are vulnerable to damage from hazards. In
Pennsylvania, for example, over 700
flood-damaged homes have been purchased by local
municipalities (using state, federal, and
local funds) and removed from flood-prone areas (by demolition
or relocation). The acquired
land then becomes public property, which can only be used as
“open space” in the future.
Open space use means that future development of the site is
restricted to low-impact uses
21
like parks, playing fields, gravel parking lots or agriculture--no
permanent or enclosed
structures.
Relocation of at-risk structures also achieves the same result as
acquisition. The home or
business is moved to a safer location but it remains the property
of the individual owner, the
60. original site is purchased and maintained by the local
municipality.
Elevation of structures can be an effective in-place mitigation
for some flood-threatened
homes. By raising the height of the structure’s living area above
flood levels, damage and
threat to life can be reduced. Retrofitting of homes is another
in-place damage reduction
method. Utilities, services, systems and appliances in some
homes can be raised above flood
levels. Construction techniques to improve structural resistance
to high wind or heavy snow
accumulation can be incorporated into new homes or retrofitted
into existing structures.
Private home and business insurance policies and participation
in the National Flood Insurance
Program can also reduce uninsured losses to properties.
EMERGENCY SERVICES MEASURES are taken during a
disaster to minimize its impact.
These measures are the responsibility of city or county
emergency management staff,
61. operators of major and critical facilities, and other local
emergency service organizations.
They include:
tems
STRUCTURAL PROJECTS are usually designed by engineers
and managed and maintained
by public works staffs. They are designed to reduce or redirect
the impact of natural
disasters (especially floods) away from at-risk population areas.
Examples include:
62. NATURAL RESOURCE PROTECTION preserves or restores
natural areas or their
natural functions. Such measures are usually implemented by
park & recreation organizations,
conservation agencies or wildlife groups. They include:
ent practices
22
PUBLIC INFORMATION PROGRAMS advise property owners,
potential property
owners, and others of hazards and ways to protect people and
property from them. A public
information office usually implements them. Public information
activities can include:
63. Your mitigation planning committee should look at the range of
measures for each identified
risk in your community. Working together, “brainstorm” all of
the possible mitigation
measures that might help reduce risks for the range of hazards
your community is susceptible
to. These are your “mitigation alternatives.” The next step is
to review all of these
alternatives and select the most appropriate ones for your
community. Finally, you are ready
to document your hazard mitigation recommendations in a
written plan.
Before we close, a few words about adoption, implementation,
monitoring, evaluation and
review of your local hazard mitigation plan.
64. ADOPTION OF THE PLAN
Getting public acceptance of a hazard mitigation plan is vital to
reducing conflicts and building
support for your recommendations. A draft plan should be
advertised and made available for
review by affected residents, businesses, community
departments, interested organizations,
state and federal agencies, and neighboring communities. If
your mitigation planning
committee represents other interests or organizations in your
community, their organizations
could pass resolutions to officially support the plan.
After the public has had several weeks to review your plan, hold
a public meeting or workshop
to allow comment, discussion and suggestions about the plan
and revise your plan accordingly.
Final adoption by the local governing body can then occur.
Once approved the plan should be
made available to the public, sent to local, state and federal
government agencies. PEMA is
65. the State agency of record for mitigation plans.
IMPLEMENTATION, MONITORING, EVALUATION AND
REVISION
The key to successful implementation is ensuring that the
people responsible for the
recommendations understand what is expected of them and are
willing to work toward their
implementation. That’s why it’s important to involve those
people in the planning process right
23
from the start. Your plan should identify some visible but
inexpensive projects that can be
quickly implemented to help reassure the public and those
involved that something is being
accomplished. A locally organized and inexpensive project,
such as a stream clean-up or public
information campaign, can be achieved quickly with local
resources to help get the ball rolling
66. and generate attention.
Monitoring the plan ensures that your plan is being
implemented and staying on track. You
should realize that no plan is perfect and changes will be needed
along the way. You should
have a formal method to measure progress, assess your
implementation, and decide on needed
changes. The person or agency responsible for monitoring your
plan and how that task is
accomplished should be expressed clearly in your plan. Your
mitigation planning committee can
continue to function to periodically review progress and make
further recommendations to
those responsible for implementation.
CONCLUSION
We are finally at the end of our little “How To” guide to hazard
mitigation planning and you
may be thinking, “You call that simple and easy?” You may be
right. As much as we have
tried to stick to the basics and avoid unnecessary information,
looking at an entire community,
67. all of the risks it faces, and coming up with ways to reduce
those risks, may not be all that
simple and all that easy. The point here is that it can be done by
virtual any community in
Pennsylvania, large or small, if they have the right people
involved, take their mission
seriously, and take the time to think things through and
carefully consider what the best
course of action is. Even if you decide to have a mitigation
plan developed by an outside
consultant, at least this guide can help you recognize what a
good plan should be.
Finally, a community can be defined as a group of people who
have a common self-interest or
who together face a common adversary. This meaning of
community is rarely ever better
illustrated then in the case of disaster. In working together to
develop a plan that prepares
you for future disasters you demonstrate community in the
fullest sense.
Reference materials for this guide include:
68. Post-Disaster Hazard Mitigation Planning Guidance for State
and Local Governments (FEMA)
Mitigation For Emergency Managers Course (FEMA,
Emergency Management Institute)
An Evaluation Checklist For Review of State Hazard Mitigation
Plans (FEMA Mitigation Directorate)
Local Hazard Mitigation Planning Manual (North Carolina
Division of Emergency Management)
Flood Mitigation Planning, The CRS Approach, Wetmore and
Jamieson (Natural Hazards Informer)
Hazard Mitigation Planning Course: Regional Level (Emergency
Management Institute NETR)
Planning for Post-Disaster Recovery and Reconstruction
(FEMA, American Planning Association)
Multi-Hazard Identification and Risk Assessment Report
(FEMA)
“Hazard Mitigation Made Easy” was developed for the
Pennsylvania Emergency
Management Agency by Don Smith, Hazard Mitigation
Specialist.
W1 "Hazard Mitigation Response Paper for W7 Instructions"
Content
Emergency Planning
Hazard Mitigation Response Paper for W7 Instructions
Download "Hazard Mitigation Template" See Attached
This assignment is intended to grasp your insight into the
numerous potential and man-made disasters for which
emergency planners must be prepared to deal. Emergency
69. management is a quickly evolving profession with many
opportunities for individuals who wish to pursue it as a career.
This exercise will offer insights into the scope and
responsibilities of individuals in the profession.
You will be provided a "Hazard Mitigation Template" (see
attached), from the Pennsylvania Emergency Management
Agency. You will be asked to complete the five exercises in the
worksheet for your community, or a community of your choice,
as the focus for the mitigation study. This exercise requires a
deal of research and analysis on their part. After doing the
research required to complete each of the five sections of the
worksheet, you must also final report which thoroughly
examines the risks, preparedness, and response capabilities of
the community.
At the end of Week 3, you will develop an outline and email
that course of action for the exercise to your instructor for
approval, and comments.
For the final report you should also include suggestions on how
to mitigate the risks and improve response capabilities. You
may also include relevant charts, graphs, and other illustrations
to support, supplement and/or clarify.
Thorough data collection for this exercise requires time. You
should start data collection immediately in order to have enough
time to collect, synthesize and report on the data.
Some possible resources for data include:
· Emergency management web sites of the community the
students have selected.
· Police and fire websites.
· Their local emergency management department. Often
communities of size have an emergency management
department. In smaller communities it is often the fire chief
who is the designated emergency manager.
· The community’s Streets Department or Traffic Engineering
Department.
· Local utility companies.
· Other internet sources.
70. Outside readings for this project include:
· Your text
· The Hazard Mitigation Planning Template itself is a great
source of information.
· The Hazard Mitigation Planning Tools and Techniques Guide,
Download here.
· The community’s planning department.
· The community’s budget department.
You must remember when doing the exercise to also consider
surrounding communities because their disasters can also affect
your community and become your responsibility. Consider
industrial manufacturing using toxic substances, military bases,
large scale utility sites, etc. that may be close by. This exercise
is a chance for you to develop a mitigation plan for the
community you have chosen.
View this exercise as if you are the newly appointed emergency
manager of the community. Prepare a written report to the
governmental entity to which you are accountable, i.e. city
council, county board of supervisors, or other legislative
bodies. Prepare a thorough report to provide to them as part of
your first meeting with this group. The report should be
thorough, professional, and audience appropriate. The report
can also include charts, graphs, and other illustrations for
clarification.
The final document must comply with the writing guidelines
established for this course. It will be a minimum of seven (7)
pages, not including the cover and reference pages. A thorough
exercise, particularly one including charts and graphs, will
exceed this minimum by several pages. The students must
include in-text citations indicating where they obtained data and
information. Also they must remember to support their findings
and recommendations with references from relevant sources.
Hazard Mitigation Plan Outline
1. Introduction
· The community’s disaster history.
· What is mitigation and why is a mitigation plan necessary?
71. · How was the plan prepared?
· How did you obtain your information?
· The goals and objectives of the mitigation plan?
2. Community and Hazard Exposure Profile (part 2 of the
template)
· Community population
· Miles of roads
· Airports
· Manufacturing plants
· Military bases
· Hospitals
· Dams
· Schools
· Etc.
3. List of possible community hazards (part 1 of the template).
For each hazard discuss:
· Hazard description
· impact on property
· Impact on safety and health
· Any other community considerations
4. Hazard Vulnerability analysis and frequency chart (part 3 of
the template)
· Explanation of a hazard vulnerability analysis
· Your chart or list matrix
5. Your community’s capability assessment (part 4 of the
worksheet)
· Community response capabilities
· Description of local law enforcement response capabilities
(size, capability, etc.)
· Description of local fire agencies and response capabilities
· EMS capabilities, ambulance services, hospitals, etc.
· Physical resources
· Technical resources (example: early warning systems)
· Information resources (radio, TV, etc.)
· Financial resources (emergency funds in the community,
grants, state funds, etc.)
72. 6. Recommended Mitigation Measures (part 5 of the template).
For each measure include information such as:
· Description
· Objectives supported
· Who is responsible
· When must it be done
· Who can help
· Budget
7. Conclusion
· Their overall assessment of response capabilities
· Their recommendations for implementing priority mitigation
projects for the community
· Their overall assessment of the community’s vulnerability and
response capabilities
8. Any additional charts, graphs, illustrations, etc.
· They may include charts, graphs, and illustrations in the
mitigation plan itself to assist with clarification and
explanation. They must remember to include source citations if
they copied items and/or for the information provided in the
item if they created the chart or graph.
9. Cover page and reference page
· The cover page and reference page must be included.
Remember these pages are not to be counted as part of the seven
(7) page minimum.