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Application: Communication Strategies and Processes Whether a crisis or disaster is natural or man-made, effective communication strategies are needed no matter where it occurs. A great deal was learned about communication issues in the aftermath of Hurricane Katrina. After this disaster, thousands of residents in Alabama, Mississippi, and Louisiana were without roads, electricity, or cell phone towers. Because of this, creative means of communication, both inside and outside the region, were needed. Agencies with satellite phones had no difficulty, but for most survivors this was not a possibility—it was difficult to make phone calls both outside and inside the region. One means of communicating, however, was successful for many—text messaging. But, of course, this required a digital phone with texting capability, which not all had access to. In order to reach survivors who did not have this capability, four-wheel drive vehicles or trucks were necessary because roads and bridges were destroyed. Transportation became a significant element for communication. Other less intense crises present communication issues as well. All crises involve an organizational plan that outlines how to communicate decisions and how to respond to the crisis. Media is almost always present, and they require communication that is rapid and accurate. Coombs (Crandall, Parnell, and Spillan, 2010) identifies uses of communication strategies for the various stages and types of disasters. Note: Hurricane Katrina is referenced many times in this course because so much was learned from mistakes made during and after that crisis. Crisis responders and those in charge of planning for crises learn from each and every incidence. For example, being sure to look out for vulnerable populations, such as the elderly, is now a priority because 13,000 died during an extreme heat wave in France in August 2003. Every crisis and/or disaster offers an opportunity to reevaluate what worked and what needs improvement for the next incidence. To prepare for this assignment: Review Chapters 7 and 8 in your course text, Crisis Management in the New Strategy Landscape, paying particular attention to the different considerations that should be taken during the beginning, middle, and end of a crisis. Also focus on the methods of establishing communications with various populations during a crisis. Review Chapter 6 in your course text, Crisis Intervention Strategies, and focus on how the telephone and the internet can be utilized as alternative forms of communication during a crisis. Review the article, "The Northridge Earthquake: Community-Based Approaches to Unmet Recovery Needs." Focus on populations whose needs were not met and think about how various communication strategies and community organizations might have resolved those unmet needs. Review the article, "Natural Disasters that Reveal Cracks in Our Social Foundation," and pay particular attention to suggestions and consider ...
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Whether a crisis or disaster is natural or man-made, effective commu.docx
Whether a crisis or disaster is natural or man-made, effective communication strategies are needed no matter where it occurs. A great deal was learned about communication issues in the aftermath of Hurricane Katrina. After this disaster, thousands of residents in Alabama, Mississippi, and Louisiana were without roads, electricity, or cell phone towers. Because of this, creative means of communication, both inside and outside the region, were needed. Agencies with satellite phones had no difficulty, but for most survivors this was not a possibility—it was difficult to make phone calls both outside and inside the region. One means of communicating, however, was successful for many—text messaging. But, of course, this required a digital phone with texting capability, which not all had access to. In order to reach survivors who did not have this capability, four-wheel drive vehicles or trucks were necessary because roads and bridges were destroyed. Transportation became a significant element for communication.
Other less intense crises present communication issues as well. All crises involve an organizational plan that outlines how to communicate decisions and how to respond to the crisis. Media is almost always present, and they require communication that is rapid and accurate. Coombs (Crandall, Parnell, and Spillan, 2010) identifies uses of communication strategies for the various stages and types of disasters.
Note
: Hurricane Katrina is referenced many times in this course because so much was learned from mistakes made during and after that crisis. Crisis responders and those in charge of planning for crises learn from each and every incidence. For example, being sure to look out for vulnerable populations, such as the elderly, is now a priority because 13,000 died during an extreme heat wave in France in August 2003. Every crisis and/or disaster offers an opportunity to reevaluate what worked and what needs improvement for the next incidence.
To prepare for this assignment:
Review Chapters 7 and 8 in your course text,
Crisis Management in the New Strategy Landscape,
paying particular attention to the different considerations that should be taken during the beginning, middle, and end of a crisis. Also focus on the methods of establishing communications with various populations during a crisis.
Review Chapter 6 in your course text,
Crisis Intervention Strategies
, and focus on how the telephone and the internet can be utilized as alternative forms of communication during a crisis.
Review the article, "The Northridge Earthquake: Community-Based Approaches to Unmet Recovery Needs." Focus on populations whose needs were not met and think about how various communication strategies and community organizations might have resolved those unmet needs.
Review the article, "Natural Disasters that Reveal Cracks in Our Social Foundation," and pay particular attention to suggestions and considerations for crisis planning.
Review the article, "Cr.
To prepare for this DiscussionReview Chapter 2 in your course.docx
To prepare for this Discussion:
Review Chapter 2 in your course text, Crisis Intervention Strategies, paying particular attention to multicultural perspectives and considerations
Review the article, “Psychological Assessment of Children in Disasters and Emergencies,” and focus on the special issues related to assessing the needs of children and adolescents after a crisis. Also concentrate on the different psychological assessment tools that are appropriate for use with this population after a crisis.
Review the article, “Natural Disasters that Reveal Cracks in Our Social Foundation.” Think about the ways in which a break down in services and communication can be avoided for the elderly population during crises like the 2003 France heat wave.
Review the article, “The Transformation of Traditional Mental Health Service Delivery in Multicultural Society in California, USA That Can Be Replicated Globally,” paying particular attention to the necessity of mental health services as a top priority during crises.
Review the article, “Vulnerable Populations in an American Red Cross Shelter After Hurricane Katrina,” and think about the ways in which the ‘Model of Vulnerable Populations’ helps address crises wherein people suffer from multiple losses in their communities. Also think about appropriate mental health obligations that should be taken into consideration when working with vulnerable populations during and after a crisis.
Review the article, “Responding to Student or Teacher Death: Preplanning Crisis Intervention,” and focus on the importance of communicating with parents and students, as well as fostering a grieving process that facilitates healing after a student or teacher death.
Reflect on your Application Assignment from this week and think about the alternative communication systems and strategies that can be used when assisting individuals who have experienced a crisis. Also think about the ways in which to reach and communicate with vulnerable populations in these same situations(Whether a crisis or disaster is natural or man-made, effective communication strategies are needed no matter where it occurs. A great deal was learned about communication issues in the aftermath of Hurricane Katrina. After this disaster, thousands of residents in Alabama, Mississippi, and Louisiana were without roads, electricity, or cell phone towers. Because of this, creative means of communication, both inside and outside the region, were needed. Agencies with satellite phones had no difficulty, but for most survivors this was not a possibility—it was difficult to make phone calls both outside and inside the region. One means of communicating, however, was successful for many—text messaging. But, of course, this required a digital phone with texting capability, which not all had access to. In order to reach survivors who did not have this capability, four-wheel drive vehicles or trucks were necessary because roads and bridges were destroyed. Tr ...
Alnap lessons-urban-2012
This document outlines lessons learned from previous urban disaster relief and recovery operations. It discusses 9 key lessons for humanitarian organizations responding to urban disasters: 1) Have clear boundaries and exit strategies for urban programs while remaining flexible; 2) Work closely with local authorities and communities and coordinate effectively with other organizations; 3) Use assessment and targeting approaches suited to the complexity of urban areas; 4) Cash-based programs often work well in urban contexts; 5) Partner with local markets and private sector initiatives; 6) Adopt tailored approaches to camps, shelter and housing in urban areas; 7) 'Urbanize' sectoral interventions such as debris removal, WASH, food, health and protection; 8) Leverage new technologies like mobile phones
Disaster Management Systems: Building Capacity for Developing Countries and ...
Some societies are more disaster prone than others due to their geographic location and the benefits provided by it. Man has co-existed in this sort of high risk/high return relationship with mother nature throughout history. Poorer societies tend to pay a higher price both in lives taken and damage – left with many secondary and equally devastating disasters that are sure to come. We know that for every $1 USD put into preventative measures, we save ~$7 that would have gone into post-disaster recovery and rebuilding efforts. There are many international agencies working to support a variety of needs in these grief stricken areas to help them build capacity and to help these societies better prepare for and respond to the disasters they will face. These efforts are guided by the Millennium Project Goals outlined in 2000. A lot has changed since then with respect to technology, mobile devices and humanitarianism. The objective of this paper is exploit how current efforts are creating capacity on the individual, organizational and 'enabling environment' levels. This paper explores the notion that a more concerted effort can be made at building Information and Communication Disaster Management Capacity in developing countries who are most susceptible due to proximity and to a lack of funds. A 'proof of concept' is provided
DISASTER-RISK-REDUCTION- complete filess
The DRRM Act of 2010 transforms the Philippines' disaster management system from relief and response to disaster risk reduction. It aims to strengthen the capacity of vulnerable groups like the poor, elderly, women and children who are most severely impacted by disasters. The Philippines is highly prone to natural disasters like earthquakes, typhoons and volcanoes due to its geographical location in the Pacific Ring of Fire. It also experiences human-induced disasters caused by issues like poverty, pollution and substandard infrastructure. The Act recognizes the importance of disaster risk reduction and management in achieving development goals and protecting lives and livelihoods from the destructive impacts of disasters.
DISASTER-RISK-REDUCTION-AND.complete filepdf
The DRRM Act of 2010 transforms the Philippines' disaster management system from relief and response to disaster risk reduction. It aims to strengthen the capacity of vulnerable groups like the poor, elderly, women and children who are most impacted by disasters. The Philippines is highly prone to natural disasters like earthquakes, typhoons and volcanoes due to its geographical location in the Pacific Ring of Fire. It also experiences human-induced disasters caused by issues like poverty, pollution and substandard infrastructure. The Act recognizes the importance of disaster risk reduction and management in achieving development goals and protecting lives and livelihoods from the destructive impacts of disasters.
Part3 disaster-management-risk-mitigation
This document discusses community participation in disaster management. It defines participation as the active involvement of people in decisions that affect them. Participatory approaches are valuable as they allow communities to explain their priorities and vulnerabilities, build on local knowledge and expertise, strengthen communities, and accord with peoples' right to participate. There are two main approaches - guided participation where projects are initiated externally but involve communities, and people-centered participation which aims to empower communities and involve them in defining problems, solutions, implementation and evaluation. Operational issues with participation include the difficulty of managing the process while not undermining its purpose.
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Whether a crisis or disaster is natural or man-made, effective commu.docx
Whether a crisis or disaster is natural or man-made, effective communication strategies are needed no matter where it occurs. A great deal was learned about communication issues in the aftermath of Hurricane Katrina. After this disaster, thousands of residents in Alabama, Mississippi, and Louisiana were without roads, electricity, or cell phone towers. Because of this, creative means of communication, both inside and outside the region, were needed. Agencies with satellite phones had no difficulty, but for most survivors this was not a possibility—it was difficult to make phone calls both outside and inside the region. One means of communicating, however, was successful for many—text messaging. But, of course, this required a digital phone with texting capability, which not all had access to. In order to reach survivors who did not have this capability, four-wheel drive vehicles or trucks were necessary because roads and bridges were destroyed. Transportation became a significant element for communication.
Other less intense crises present communication issues as well. All crises involve an organizational plan that outlines how to communicate decisions and how to respond to the crisis. Media is almost always present, and they require communication that is rapid and accurate. Coombs (Crandall, Parnell, and Spillan, 2010) identifies uses of communication strategies for the various stages and types of disasters.
Note
: Hurricane Katrina is referenced many times in this course because so much was learned from mistakes made during and after that crisis. Crisis responders and those in charge of planning for crises learn from each and every incidence. For example, being sure to look out for vulnerable populations, such as the elderly, is now a priority because 13,000 died during an extreme heat wave in France in August 2003. Every crisis and/or disaster offers an opportunity to reevaluate what worked and what needs improvement for the next incidence.
To prepare for this assignment:
Review Chapters 7 and 8 in your course text,
Crisis Management in the New Strategy Landscape,
paying particular attention to the different considerations that should be taken during the beginning, middle, and end of a crisis. Also focus on the methods of establishing communications with various populations during a crisis.
Review Chapter 6 in your course text,
Crisis Intervention Strategies
, and focus on how the telephone and the internet can be utilized as alternative forms of communication during a crisis.
Review the article, "The Northridge Earthquake: Community-Based Approaches to Unmet Recovery Needs." Focus on populations whose needs were not met and think about how various communication strategies and community organizations might have resolved those unmet needs.
Review the article, "Natural Disasters that Reveal Cracks in Our Social Foundation," and pay particular attention to suggestions and considerations for crisis planning.
Review the article, "Cr.
To prepare for this DiscussionReview Chapter 2 in your course.docx
To prepare for this Discussion:
Review Chapter 2 in your course text, Crisis Intervention Strategies, paying particular attention to multicultural perspectives and considerations
Review the article, “Psychological Assessment of Children in Disasters and Emergencies,” and focus on the special issues related to assessing the needs of children and adolescents after a crisis. Also concentrate on the different psychological assessment tools that are appropriate for use with this population after a crisis.
Review the article, “Natural Disasters that Reveal Cracks in Our Social Foundation.” Think about the ways in which a break down in services and communication can be avoided for the elderly population during crises like the 2003 France heat wave.
Review the article, “The Transformation of Traditional Mental Health Service Delivery in Multicultural Society in California, USA That Can Be Replicated Globally,” paying particular attention to the necessity of mental health services as a top priority during crises.
Review the article, “Vulnerable Populations in an American Red Cross Shelter After Hurricane Katrina,” and think about the ways in which the ‘Model of Vulnerable Populations’ helps address crises wherein people suffer from multiple losses in their communities. Also think about appropriate mental health obligations that should be taken into consideration when working with vulnerable populations during and after a crisis.
Review the article, “Responding to Student or Teacher Death: Preplanning Crisis Intervention,” and focus on the importance of communicating with parents and students, as well as fostering a grieving process that facilitates healing after a student or teacher death.
Reflect on your Application Assignment from this week and think about the alternative communication systems and strategies that can be used when assisting individuals who have experienced a crisis. Also think about the ways in which to reach and communicate with vulnerable populations in these same situations(Whether a crisis or disaster is natural or man-made, effective communication strategies are needed no matter where it occurs. A great deal was learned about communication issues in the aftermath of Hurricane Katrina. After this disaster, thousands of residents in Alabama, Mississippi, and Louisiana were without roads, electricity, or cell phone towers. Because of this, creative means of communication, both inside and outside the region, were needed. Agencies with satellite phones had no difficulty, but for most survivors this was not a possibility—it was difficult to make phone calls both outside and inside the region. One means of communicating, however, was successful for many—text messaging. But, of course, this required a digital phone with texting capability, which not all had access to. In order to reach survivors who did not have this capability, four-wheel drive vehicles or trucks were necessary because roads and bridges were destroyed. Tr ...
Alnap lessons-urban-2012
This document outlines lessons learned from previous urban disaster relief and recovery operations. It discusses 9 key lessons for humanitarian organizations responding to urban disasters: 1) Have clear boundaries and exit strategies for urban programs while remaining flexible; 2) Work closely with local authorities and communities and coordinate effectively with other organizations; 3) Use assessment and targeting approaches suited to the complexity of urban areas; 4) Cash-based programs often work well in urban contexts; 5) Partner with local markets and private sector initiatives; 6) Adopt tailored approaches to camps, shelter and housing in urban areas; 7) 'Urbanize' sectoral interventions such as debris removal, WASH, food, health and protection; 8) Leverage new technologies like mobile phones
Disaster Management Systems: Building Capacity for Developing Countries and ...
Some societies are more disaster prone than others due to their geographic location and the benefits provided by it. Man has co-existed in this sort of high risk/high return relationship with mother nature throughout history. Poorer societies tend to pay a higher price both in lives taken and damage – left with many secondary and equally devastating disasters that are sure to come. We know that for every $1 USD put into preventative measures, we save ~$7 that would have gone into post-disaster recovery and rebuilding efforts. There are many international agencies working to support a variety of needs in these grief stricken areas to help them build capacity and to help these societies better prepare for and respond to the disasters they will face. These efforts are guided by the Millennium Project Goals outlined in 2000. A lot has changed since then with respect to technology, mobile devices and humanitarianism. The objective of this paper is exploit how current efforts are creating capacity on the individual, organizational and 'enabling environment' levels. This paper explores the notion that a more concerted effort can be made at building Information and Communication Disaster Management Capacity in developing countries who are most susceptible due to proximity and to a lack of funds. A 'proof of concept' is provided
DISASTER-RISK-REDUCTION- complete filess
The DRRM Act of 2010 transforms the Philippines' disaster management system from relief and response to disaster risk reduction. It aims to strengthen the capacity of vulnerable groups like the poor, elderly, women and children who are most severely impacted by disasters. The Philippines is highly prone to natural disasters like earthquakes, typhoons and volcanoes due to its geographical location in the Pacific Ring of Fire. It also experiences human-induced disasters caused by issues like poverty, pollution and substandard infrastructure. The Act recognizes the importance of disaster risk reduction and management in achieving development goals and protecting lives and livelihoods from the destructive impacts of disasters.
DISASTER-RISK-REDUCTION-AND.complete filepdf
The DRRM Act of 2010 transforms the Philippines' disaster management system from relief and response to disaster risk reduction. It aims to strengthen the capacity of vulnerable groups like the poor, elderly, women and children who are most impacted by disasters. The Philippines is highly prone to natural disasters like earthquakes, typhoons and volcanoes due to its geographical location in the Pacific Ring of Fire. It also experiences human-induced disasters caused by issues like poverty, pollution and substandard infrastructure. The Act recognizes the importance of disaster risk reduction and management in achieving development goals and protecting lives and livelihoods from the destructive impacts of disasters.
Part3 disaster-management-risk-mitigation
This document discusses community participation in disaster management. It defines participation as the active involvement of people in decisions that affect them. Participatory approaches are valuable as they allow communities to explain their priorities and vulnerabilities, build on local knowledge and expertise, strengthen communities, and accord with peoples' right to participate. There are two main approaches - guided participation where projects are initiated externally but involve communities, and people-centered participation which aims to empower communities and involve them in defining problems, solutions, implementation and evaluation. Operational issues with participation include the difficulty of managing the process while not undermining its purpose.
Disaster communications for response and recovery are multifaceted. .docx
Disaster communications for response and recovery are multifaceted. Warning signs, distress alerts, and even the use of mobile-to-mobile applications have changed the way preparedness activities are conveyed. In order to communicate response and recovery efforts, you must also establish a context for implementing preparedness.
This is where the development of communication networks comes into play. Since the 1980s, news coverage and broadcasts of emergencies and major disasters have increased dramatically. The proliferation of media coverage of emergencies and major disasters not only serves to educate the public, but also to extend public scrutiny of the response efforts beyond those just in the disaster area.
Consequently, the skill set of emergency managers extends beyond traditional methods of preparing for, responding to, and recovering from emergencies and disasters. Emergency managers must become proficient in disaster communications. Establishing communication networks—such as distress hotlines, warning messages displayed on the television or radio, and even text messages or print warnings on electronic devices—holds immense potential for communicating the urgency of disaster response and recovery. Effectively communicating response efforts, assuaging public criticism, and amassing support for continued relief are essential methods of ensuring a smooth transition from response to recovery.
For this Discussion, review the Learning Resources for this week. Consider the role of technology, science, and engineering in disaster communications.
Post
an explanation of the role of technology, science, and engineering in disaster communications. Provide at least two specific examples of communications in your region and how technology, science, or engineering played a role.
Be sure to use the Learning Resources and current literature to support your response
Huder, R. C. (2012).
Disaster operations and decision making
. Hoboken, NJ: John Wiley & Sons.
Chapter 6, “The Press, Friend and Foe” (pp. 111–126)
Chapter 7, “The National Incident Management System and the Incident Command System” (pp. 127–158)
Phillips, B. D. (2015).
Disaster recovery
(2nd ed.). Boca Raton, FL: Taylor & Francis Group.
Chapter 10, “Social Psychological Recovery” (pp. 305-338)
Sylves, R. (2015).
Disaster policy and politics: Emergency management and homeland security
(2nd ed.). Washington, DC: CQ Press.
Chapter 5, “The Role of Scientists and Engineers” (pp. 126-152)
.
A Whole Community Approach to Emergency Management Princi.docx
A Whole Community Approach to
Emergency Management: Principles,
Themes, and Pathways for Action
FDOC 104-008-1 / December 2011
A Whole Community Approach to Emergency Management:
Principles, Themes, and Pathways for Action
i
T a b l e o f C o n t e n t s
Introduction ................................................................................................................... 1
National Dialogue on a Whole Community Approach to Emergency Management .........2
Whole Community Defined .....................................................................................................3
Whole Community Principles and Strategic Themes ...........................................................4
Strategic Themes in Practice ....................................................................................... 6
Understand Community Complexity .....................................................................................6
Recognize Community Capabilities and Needs .....................................................................8
Foster Relationships with Community Leaders ..................................................................10
Build and Maintain Partnerships .........................................................................................11
Empower Local Action ..........................................................................................................14
Leverage and Strengthen Social Infrastructure, Networks, and Assets ...........................16
Pathways for Action .................................................................................................... 19
Conclusion ................................................................................................................... 23
A Whole Community Approach to Emergency Management:
Principles, Themes, and Pathways for Action
ii
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A Whole Community Approach to Emergency Management:
Principles, Themes, and Pathways for Action
1
I n t r o d u c t i o n
The effects of natural and manmade disasters have become more frequent, far-reaching, and
widespread. As a result, preserving the safety, security, and prosperity of all parts of our society
is becoming more challenging. Our Nation’s traditional approach to managing the risks
associated with these disasters relies heavily on the government. However, today’s changing
reality is affecting all levels of government in their efforts to improve our Nation’s resilience
while grappling with the limitations of their capabilities.1 Even in small- and medium-sized
disasters, which the government is generally effective at managing, significant access and service
gaps still exist. In large-scale disasters or catastrophes, government resources and capabilities
can be overwhelmed.
The scale and severity of disasters are
growing and will likely pose systemic
threats.2 Accelerating changes in ...
SourcesInequality and the American Dream.” The Economist.com, .docx
Sources:
“Inequality and the American Dream.” The Economist.com, 15 Jun 2016, www.economist.com/leaders/2006/06/15/inequality-and-the-american-dream.
Kornbulh, Karen. “Win-Win Flexibility: A Policy Proposal.” NewAmerican.org, New America Foundation, June 2005,
www.newamerica.org/documents/356/win-win-flexibility-a-policy-proposal.
Suroowiecki, James. “A Fair Days Wage.” NewYorker.com¸ 9 Feb. 2015, www.newyorker.com/magazine/2015/02/09/fair-days-wage.
Prompt
The Economist editorial discusses the general trend in America of increasing economic inequality and its relationship to the American Dream of making it big, ending with suggestions for government safety-net programs. The Kornbluh and Surowiecki essays also note increasing inequality and propose or argue for specific policies on the part of companies to aid in the lives of their employees.
Basing your response on the readings, answer the following question: To what extent do you think that employers or the government should intervene to improve the lives of ordinary Americans? Which of the proposed remedies do you think will have the most positive effects on people and best address economic inequality? What other consequences might any of these remedies have? You may also argue for a different proposal after first arguing against the ones proposed in the readings. Be sure that your resulting essay includes and addresses ideas from all three of the sources and cites them appropriately.
Follow these guidelines below in completing your response
1) Write on regular notebook paper. Your instructor will inform you how to format the exam in terms of where to place your MSU ID number and course section number.
2) Strive to produce a 400- to 500-word response.
3) Write on one side of the paper and skip every other line.
4) Write in ink only. Should you need to make changes in your draft, draw two or three lines through any changes/deletions you wish to make. Arrows indicating insertions are acceptable provided their path is easy to follow.
5) Demonstrate your understanding of MLA citation form by using in-text citations (Number the pages “1” and “2” to indicate the front and back of an article if necessary). Construct a Works Cited page based upon the citations at the top of the first page of the test prompt under the title of the article. Instead of copying the long url, you are permitted to shorten it to the elements in blue bold face.
6) You may make use of a dictionary and thesaurus during the exam period
Module 1: Introduction to Emergency Management
Topics
I. What Is Emergency Management?
II. The Contingency Plan
III. Introduction to Federal and State Government Emergency Management Programs and Emergency Response Plans
IV. Federal Emergency Management Plans
V. State and Local Plans
VI. Facility or Employer Plans
VII. Federal Disaster Investigative Agencies
VIII. Brief Introduction to National Voluntary Standards, Trade Associations' Programs, and International Programs
IX. Intern.
COLLAPSEThe Communication LandscapeEffective crisis commun.docx
COLLAPSE
The Communication Landscape
Effective crisis communication planning requires having accurate demographic information. What languages are spoken in a particular area? Where do the more vulnerable populations live? Who is responsible for making decisions?
Effective communication strategies are typically rapid, accurate, and involve input from all those in decision-making positions. Understanding the cultural milieu and support systems may be challenging for responders from the area and even more so for responders from outside of the area. Overlay these obstacles with a technological inability to communicate inside or outside the region, and planning for communication before a crisis then takes on added importance. Additionally, without effective communication plans in place, disaster rumors and inaccurate or outdated information can in turn cause great chaos.
Furthermore, vulnerable populations can prove to be the most challenging people to assist after a disaster. As evidenced in the 2010 Haiti earthquake, relief was not immediate because of the existing impoverished pre-disaster conditions. Facilities such as airstrips and roads were in questionable repair, so aid coming in was not readily accessible. Most Haitians are low-income, existing on two U.S. dollars per day, and only 50% of the population is literate and able to read directions in order to find locations for food and water. Factors such as these contributed to difficulties in assisting this vulnerable population in the aftermath of the disaster.
To prepare for this Discussion:
Review Chapter 2 in your course text,
Crisis Intervention Strategies,
paying particular attention to multicultural perspectives and considerations.
Review the article, “Psychological Assessment of Children in Disasters and Emergencies,” and focus on the special issues related to assessing the needs of children and adolescents after a crisis. Also concentrate on the different psychological assessment tools that are appropriate for use with this population after a crisis.
Review the article, “Natural Disasters that Reveal Cracks in Our Social Foundation.” Think about the ways in which a break down in services and communication can be avoided for the elderly population during crises like the 2003 France heat wave.
Review the article, “The Transformation of Traditional Mental Health Service Delivery in Multicultural Society in California, USA That Can Be Replicated Globally,” paying particular attention to the necessity of mental health services as a top priority during crises.
Review the article, “Vulnerable Populations in an American Red Cross Shelter After Hurricane Katrina,” and think about the ways in which the ‘Model of Vulnerable Populations’ helps address crises wherein people suffer from multiple losses in their communities. Also think about appropriate mental health obligations that should be taken into consideration when working with vulnerable populations during and after a c.
affinity categories
The document discusses disaster preparedness and response strategies for earthquakes in Sikkim, India. It emphasizes the importance of understanding the local terrain and vulnerabilities, effective community communication and alert systems, immediate rescue and evacuation assistance from local NGOs, identifying and supporting vulnerable groups, ensuring immediate needs are met, organizing and communicating data to stakeholders, designing support for trauma, establishing temporary shelters, and facilitating the return to normal life through rebuilding and mitigation efforts. The document provides an overview of many important factors to consider after an earthquake to save lives and support communities.
Introduce your presentation here. 1Use the design .docx
This document provides an overview of key concepts for an emergency management course unit on disaster response and recovery. It discusses the response phase, which aims to minimize risk and provide emergency assistance in the initial disaster period. Recovery has short-term efforts to restore minimum operations within two weeks and longer-term recovery over 30-90 days depending on the disaster. The document also outlines challenges for emergency managers, like coordination between agencies and acquiring financial resources, and stresses the importance of planning, communication, and stakeholder involvement in both response and recovery phases.
Ottawa presentation
This document discusses the impact of social media on crisis communications and management. It outlines three key drivers that have led to the age of social media convergence: mobile technologies, social media platforms, and empowered citizens and volunteers. This new landscape presents both challenges and opportunities for crisis response. Effective crisis communications now requires immediate engagement on social media to respond to public expectations. Proper planning includes policies, identifying response teams, preparing messages in advance, and practicing responses through exercises. Message mapping is an important technique to craft concise yet informative messages that can be easily understood during stressful crisis situations.
role of social media.
Social media plays an important role in promoting community participation in disaster management. It allows for quick information dissemination during emergencies, helps with disaster planning and training through gamification, and enables collaborative problem solving. Social media facilitates on-the-scene reporting and disaster assessments to help coordinate emergency responses. While traditional media use is declining, social media usage is rising worldwide and can be incorporated into integrated disaster management platforms to give citizens a greater role in preparing for and managing crises.
Smarter CitiesThought Leadership White Paper21st centu.docx
Smarter Cities
Thought Leadership White Paper
21st century emergency
management
21st century emergency management2
Contents
2 How did we get here?
4 Legacy-induced challenges
5 21st century emergency management
6 Implementing an emergency management technology
solution
7 Why IBM?
In the late summer months, a tropical depression forms over
warm ocean waters. Meteorologists track the system as it
increases in both size and intensity, becoming first a tropical
storm and then a hurricane. Forecasters and computer models
agree the new storm will likely make landfall over a major
population center. As the hurricane strengthens, emergency
management personnel prepare for what they fear will become
headline news. Public agencies and private organizations
throughout the region begin executing their respective
emergency plans.
Meanwhile, on the other side of the country a lone actor
executes a carefully designed plan for public violence. Unlike
with the brewing storm, emergency management personnel have
no advance warning and must immediately assess the situation
and activate plans designed to prevent loss of life.
In both scenarios, response plans are in full motion. While the
various regional agencies and organizations in each area have
planned for these types of events, these groups still struggle to
coordinate a comprehensive response. Plan execution revealed
areas where interagency activities were not working together
cohesively. It also showed where their respective preparedness
and response plans overlap—and information-sharing challenges
made real-time adjustments difficult at best.
How did we get here?
Around the world, incidents similar to these occur every day.
Yet in event after event, emergency management (EM) personnel
struggle to overcome institutional inertia that can impede an
integrated response to fully-anticipated events as well as the
challenges posed by unanticipated events. The reason is the
historical evolution of emergency management.
Traditionally, emergency management as a practice was focused
on disaster response. Only minimal EM resources were allocated
to planning and preparing for an emergency, recovering and
rebuilding from an emergency, or even ongoing activities that
might reduce the impact or duration of an emergency event.
This was because the discipline of emergency management
originated from developing appropriate responses to wars
and other externally-initiated attacks. In addition, early disaster
research was almost exclusively supported by the US military.
As the Cold War waned, the EM focus shifted from traditional
military threats and broadened to include both natural and
manmade events. In 1979, a more formalized, civil-based
approach was initiated with the formation of US Federal
Emergency Management Agency (FEMA) and the associated
EM workforce that included regional and local officials in
addition to military personnel.
At the same time this ne.
Disaster management.pptx
Disasters can be natural or man-made events that cause great damage and disruption. GIS and remote sensing tools play an important role in disaster management by allowing agencies to share geographic information on hazards, infrastructure, and vulnerable areas to facilitate planning, response, and recovery. Effective disaster warning systems that communicate risk to communities allow them to take protective actions and mitigate impacts.
Part2 disaster-management-risk-mitigation
This document discusses the rationale for partnerships in disaster risk reduction efforts. It notes that addressing disasters requires a multi-disciplinary approach and partnerships between a wide range of stakeholders, including different levels of government, the private sector, NGOs, academics, and vulnerable communities. Some of the challenges to effective partnerships are fragmentation between groups, lack of understanding and respect between disciplines, and competitiveness over limited resources. Effective partnerships require overcoming these barriers through greater collaboration, coordination, and an integrated approach between disaster specialists and development workers. Governance challenges also exist, as different levels and departments within governments may have conflicting mandates and weak coordination.
Leveraging A Wiki To Enhance Virtual Collaboration In The Emergency Domain
In a crisis situation, critical success factors include good preparedness, the availability of
trustworthy information and reliable people, and the responders' ability to improvise with the available, functioning tools. Wikis can be used as collaborative group support systems to support these activities, especially for communities of practice that must operate as high reliability organizations. The advantages of using a wiki are especially beneficial in volatile environments, such as those in the emergency domain, where critical real-time decision making is required. An international wiki - emergenciWiki.org - has been created and is being used by both practitioners and academics. The conclusions include that wiki features and functionality, which are important for safetycritical work, should add a minimum of bureaucratic overhead while helping to establish trust and a sense of purpose and community among the users, strengthening each individual user's accountability for their actions, or easing the evaluation of information reliability. (*note emergenciWiki.org project is over)
This is what internet communications mean to me
This document summarizes a student project about internet communication during crises. It discusses how internet tools like email, websites, YouTube videos, blogs, and online communities were used to communicate information and provide support following the Virginia Tech shooting crisis in 2007. It emphasizes the importance of organizations having crisis communication plans that utilize internet resources to quickly alert affected groups. The project evaluates Virginia Tech's response and lessons learned about using communication technologies during emergencies.
Strong Angel - an Evolution in Preparedness
2006 StrongAngel III - integrated disaster response demonstration in San Diego. Directed by mentor Dr. Eric Rasmussen,MD,MDM,FACP http://about.me/EricRasmussenMD
SCR DRM
This document presents a new approach called Climate Smart Disaster Risk Management (CSDRM). It is the result of input from over 500 practitioners working in disaster risk management and climate change adaptation across Africa and Asia. The CSDRM approach identifies 12 components organized under three pillars: 1) tackle changing disaster risks and uncertainties, 2) enhance adaptive capacity, and 3) address poverty and vulnerability. The approach was developed through field research examining projects in locations such as the Mekong River region, Orissa state in India, and Sri Lanka. It was further validated through extensive consultations with national stakeholders in 10 countries. The document concludes that successful implementation of CSDRM requires investment in collaboration, partnerships, technical capacity building, and creating
Pier webinar
This document discusses the rise of social convergence and its impact on emergency management. It outlines how mobile technologies and social media now enable citizens to actively participate during emergencies by sharing information and participating in crowdsourcing. This empowered citizenry generates large amounts of user-generated data that emergency managers must now integrate into their response if they want to remain relevant. The document analyzes several recent disaster case studies and proposes a six-step approach for emergency managers to adopt social media into their operations.
Putting the community into Total Flood Warning Systems
Presentation to the 2018 Floodplain Management Australia National Conference held on the Gold Coast, Australia.
Abstract:
The lead guiding document for the development of the Total Flood Warning System (TFWS) in Australia is ‘Manual 21 – Flood Warning’ (Attorney-General’s Department, 2009). According to Manual 21, the TFWS consists of six components: Prediction; Interpretation; Message Construction; Communication; Response; and, Review.
In a review of these TFWS components in relation to the findings of previous social research and government inquiries into flood warning in Australia, Molino et al. (2011) identified a further six components of a TFWS: Understanding the Flood Risk; Emergency Management Planning; Community Flood Education; Data Collection; Community Participation in the TFWS; and, Integration of the TFWS Components.
The twelve components have since been tested in the assessment of existing warning systems and the development of TFWSs for several communities across Australia.
This paper provides a summary of the findings from these projects with a particular emphasis on the successes and challenges involving the more community-related TFWS components such as Understanding the Flood Risk, Community Flood Education and Community Participation. For example, the TFWS assessments found that:
• Up to 20% of people living in floodplains were unaware of their flood risk
• Community flood education tended to rely on the provision of information
• There was little community participation in flood warning systems.
The findings demonstrated the need to engage with communities about all twelve TFWS components and this paper concludes by explaining how this could be best done using tailored techniques.
Community awareness
Community Awareness is generally defined as knowledge created through interaction between community people and its environment, a setting bounded in space and time. It involves states of knowledge as well as dynamic process of perception and action. It is the knowledge that must be maintained and kept updated to complete some tasks in the environment. Community Awareness generation is considered as core element of successful disaster risk reduction.
Community awareness refers when the community is aware about each and everything that is happening around and if the is an issue which needs to be solved, the community members should have an idea of what problems are some of the community members facing around the community. Measures on how to solve the problems faced by the community must be discussed.
Community awareness is the ability to direct know and perceive, to fell, or consciousness about a potential problem or impact on a community people of an event
GCSE Geography OCR B
This unit focuses on rivers and coasts. It will take approximately 12 lessons over two teaching weeks. Students will complete a fieldwork project on protecting coastlines worth 25% of their grade. They will also do a geographical investigation on the controversies around wind energy development in the UK. This unit covers river processes, flooding, coastal landforms, and protecting coastlines. It will be assessed in the final exam.
Disaster Risk Reduction Ambassador Introduction
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 objectives of this exercise are to1) Gain further experience .docx
The objectives of this exercise are to:
1) Gain further experience with using the Eclipse IDE.
2) Gain an understanding of arrays and use of control statements.
3) Develop and test a small Java program applying the concepts of objective 2.
AFTER YOU HAVE COMPLETED, put all your files into a zip file named [your
name]Assignment2.zip. Include all .class and .java files, that is zip your eclipse project;
Upload your zip file to Moodle by the due date. Printout and tum-in all source files.
Print and turn in the output from your program,
.
The objectives of this exercise are to1) Gain experience with usi.docx
The objectives of this exercise are to:
1) Gain experience with using the Eclipse IDE.
2) Gain an understanding of the basic definition and use of objects including the
concepts; class, constructor, instance variables, reference variables, and
getter/setter methods.
3) Develop and test a simple Java program applying the concepts of objective 2.
AFTER YOU HAVE COMPLETED put all the files into a zip file named [your
name]Assignmentl.zip. Include all .class and .java files. Upload your zip file to moodle.
Also print all source files and turn them in by the due date.
.
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Disaster communications for response and recovery are multifaceted. .docx
Disaster communications for response and recovery are multifaceted. Warning signs, distress alerts, and even the use of mobile-to-mobile applications have changed the way preparedness activities are conveyed. In order to communicate response and recovery efforts, you must also establish a context for implementing preparedness.
This is where the development of communication networks comes into play. Since the 1980s, news coverage and broadcasts of emergencies and major disasters have increased dramatically. The proliferation of media coverage of emergencies and major disasters not only serves to educate the public, but also to extend public scrutiny of the response efforts beyond those just in the disaster area.
Consequently, the skill set of emergency managers extends beyond traditional methods of preparing for, responding to, and recovering from emergencies and disasters. Emergency managers must become proficient in disaster communications. Establishing communication networks—such as distress hotlines, warning messages displayed on the television or radio, and even text messages or print warnings on electronic devices—holds immense potential for communicating the urgency of disaster response and recovery. Effectively communicating response efforts, assuaging public criticism, and amassing support for continued relief are essential methods of ensuring a smooth transition from response to recovery.
For this Discussion, review the Learning Resources for this week. Consider the role of technology, science, and engineering in disaster communications.
Post
an explanation of the role of technology, science, and engineering in disaster communications. Provide at least two specific examples of communications in your region and how technology, science, or engineering played a role.
Be sure to use the Learning Resources and current literature to support your response
Huder, R. C. (2012).
Disaster operations and decision making
. Hoboken, NJ: John Wiley & Sons.
Chapter 6, “The Press, Friend and Foe” (pp. 111–126)
Chapter 7, “The National Incident Management System and the Incident Command System” (pp. 127–158)
Phillips, B. D. (2015).
Disaster recovery
(2nd ed.). Boca Raton, FL: Taylor & Francis Group.
Chapter 10, “Social Psychological Recovery” (pp. 305-338)
Sylves, R. (2015).
Disaster policy and politics: Emergency management and homeland security
(2nd ed.). Washington, DC: CQ Press.
Chapter 5, “The Role of Scientists and Engineers” (pp. 126-152)
.
A Whole Community Approach to Emergency Management Princi.docx
A Whole Community Approach to
Emergency Management: Principles,
Themes, and Pathways for Action
FDOC 104-008-1 / December 2011
A Whole Community Approach to Emergency Management:
Principles, Themes, and Pathways for Action
i
T a b l e o f C o n t e n t s
Introduction ................................................................................................................... 1
National Dialogue on a Whole Community Approach to Emergency Management .........2
Whole Community Defined .....................................................................................................3
Whole Community Principles and Strategic Themes ...........................................................4
Strategic Themes in Practice ....................................................................................... 6
Understand Community Complexity .....................................................................................6
Recognize Community Capabilities and Needs .....................................................................8
Foster Relationships with Community Leaders ..................................................................10
Build and Maintain Partnerships .........................................................................................11
Empower Local Action ..........................................................................................................14
Leverage and Strengthen Social Infrastructure, Networks, and Assets ...........................16
Pathways for Action .................................................................................................... 19
Conclusion ................................................................................................................... 23
A Whole Community Approach to Emergency Management:
Principles, Themes, and Pathways for Action
ii
This page intentionally left blank.
A Whole Community Approach to Emergency Management:
Principles, Themes, and Pathways for Action
1
I n t r o d u c t i o n
The effects of natural and manmade disasters have become more frequent, far-reaching, and
widespread. As a result, preserving the safety, security, and prosperity of all parts of our society
is becoming more challenging. Our Nation’s traditional approach to managing the risks
associated with these disasters relies heavily on the government. However, today’s changing
reality is affecting all levels of government in their efforts to improve our Nation’s resilience
while grappling with the limitations of their capabilities.1 Even in small- and medium-sized
disasters, which the government is generally effective at managing, significant access and service
gaps still exist. In large-scale disasters or catastrophes, government resources and capabilities
can be overwhelmed.
The scale and severity of disasters are
growing and will likely pose systemic
threats.2 Accelerating changes in ...
SourcesInequality and the American Dream.” The Economist.com, .docx
Sources:
“Inequality and the American Dream.” The Economist.com, 15 Jun 2016, www.economist.com/leaders/2006/06/15/inequality-and-the-american-dream.
Kornbulh, Karen. “Win-Win Flexibility: A Policy Proposal.” NewAmerican.org, New America Foundation, June 2005,
www.newamerica.org/documents/356/win-win-flexibility-a-policy-proposal.
Suroowiecki, James. “A Fair Days Wage.” NewYorker.com¸ 9 Feb. 2015, www.newyorker.com/magazine/2015/02/09/fair-days-wage.
Prompt
The Economist editorial discusses the general trend in America of increasing economic inequality and its relationship to the American Dream of making it big, ending with suggestions for government safety-net programs. The Kornbluh and Surowiecki essays also note increasing inequality and propose or argue for specific policies on the part of companies to aid in the lives of their employees.
Basing your response on the readings, answer the following question: To what extent do you think that employers or the government should intervene to improve the lives of ordinary Americans? Which of the proposed remedies do you think will have the most positive effects on people and best address economic inequality? What other consequences might any of these remedies have? You may also argue for a different proposal after first arguing against the ones proposed in the readings. Be sure that your resulting essay includes and addresses ideas from all three of the sources and cites them appropriately.
Follow these guidelines below in completing your response
1) Write on regular notebook paper. Your instructor will inform you how to format the exam in terms of where to place your MSU ID number and course section number.
2) Strive to produce a 400- to 500-word response.
3) Write on one side of the paper and skip every other line.
4) Write in ink only. Should you need to make changes in your draft, draw two or three lines through any changes/deletions you wish to make. Arrows indicating insertions are acceptable provided their path is easy to follow.
5) Demonstrate your understanding of MLA citation form by using in-text citations (Number the pages “1” and “2” to indicate the front and back of an article if necessary). Construct a Works Cited page based upon the citations at the top of the first page of the test prompt under the title of the article. Instead of copying the long url, you are permitted to shorten it to the elements in blue bold face.
6) You may make use of a dictionary and thesaurus during the exam period
Module 1: Introduction to Emergency Management
Topics
I. What Is Emergency Management?
II. The Contingency Plan
III. Introduction to Federal and State Government Emergency Management Programs and Emergency Response Plans
IV. Federal Emergency Management Plans
V. State and Local Plans
VI. Facility or Employer Plans
VII. Federal Disaster Investigative Agencies
VIII. Brief Introduction to National Voluntary Standards, Trade Associations' Programs, and International Programs
IX. Intern.
COLLAPSEThe Communication LandscapeEffective crisis commun.docx
COLLAPSE
The Communication Landscape
Effective crisis communication planning requires having accurate demographic information. What languages are spoken in a particular area? Where do the more vulnerable populations live? Who is responsible for making decisions?
Effective communication strategies are typically rapid, accurate, and involve input from all those in decision-making positions. Understanding the cultural milieu and support systems may be challenging for responders from the area and even more so for responders from outside of the area. Overlay these obstacles with a technological inability to communicate inside or outside the region, and planning for communication before a crisis then takes on added importance. Additionally, without effective communication plans in place, disaster rumors and inaccurate or outdated information can in turn cause great chaos.
Furthermore, vulnerable populations can prove to be the most challenging people to assist after a disaster. As evidenced in the 2010 Haiti earthquake, relief was not immediate because of the existing impoverished pre-disaster conditions. Facilities such as airstrips and roads were in questionable repair, so aid coming in was not readily accessible. Most Haitians are low-income, existing on two U.S. dollars per day, and only 50% of the population is literate and able to read directions in order to find locations for food and water. Factors such as these contributed to difficulties in assisting this vulnerable population in the aftermath of the disaster.
To prepare for this Discussion:
Review Chapter 2 in your course text,
Crisis Intervention Strategies,
paying particular attention to multicultural perspectives and considerations.
Review the article, “Psychological Assessment of Children in Disasters and Emergencies,” and focus on the special issues related to assessing the needs of children and adolescents after a crisis. Also concentrate on the different psychological assessment tools that are appropriate for use with this population after a crisis.
Review the article, “Natural Disasters that Reveal Cracks in Our Social Foundation.” Think about the ways in which a break down in services and communication can be avoided for the elderly population during crises like the 2003 France heat wave.
Review the article, “The Transformation of Traditional Mental Health Service Delivery in Multicultural Society in California, USA That Can Be Replicated Globally,” paying particular attention to the necessity of mental health services as a top priority during crises.
Review the article, “Vulnerable Populations in an American Red Cross Shelter After Hurricane Katrina,” and think about the ways in which the ‘Model of Vulnerable Populations’ helps address crises wherein people suffer from multiple losses in their communities. Also think about appropriate mental health obligations that should be taken into consideration when working with vulnerable populations during and after a c.
affinity categories
The document discusses disaster preparedness and response strategies for earthquakes in Sikkim, India. It emphasizes the importance of understanding the local terrain and vulnerabilities, effective community communication and alert systems, immediate rescue and evacuation assistance from local NGOs, identifying and supporting vulnerable groups, ensuring immediate needs are met, organizing and communicating data to stakeholders, designing support for trauma, establishing temporary shelters, and facilitating the return to normal life through rebuilding and mitigation efforts. The document provides an overview of many important factors to consider after an earthquake to save lives and support communities.
Introduce your presentation here. 1Use the design .docx
This document provides an overview of key concepts for an emergency management course unit on disaster response and recovery. It discusses the response phase, which aims to minimize risk and provide emergency assistance in the initial disaster period. Recovery has short-term efforts to restore minimum operations within two weeks and longer-term recovery over 30-90 days depending on the disaster. The document also outlines challenges for emergency managers, like coordination between agencies and acquiring financial resources, and stresses the importance of planning, communication, and stakeholder involvement in both response and recovery phases.
Ottawa presentation
This document discusses the impact of social media on crisis communications and management. It outlines three key drivers that have led to the age of social media convergence: mobile technologies, social media platforms, and empowered citizens and volunteers. This new landscape presents both challenges and opportunities for crisis response. Effective crisis communications now requires immediate engagement on social media to respond to public expectations. Proper planning includes policies, identifying response teams, preparing messages in advance, and practicing responses through exercises. Message mapping is an important technique to craft concise yet informative messages that can be easily understood during stressful crisis situations.
role of social media.
Social media plays an important role in promoting community participation in disaster management. It allows for quick information dissemination during emergencies, helps with disaster planning and training through gamification, and enables collaborative problem solving. Social media facilitates on-the-scene reporting and disaster assessments to help coordinate emergency responses. While traditional media use is declining, social media usage is rising worldwide and can be incorporated into integrated disaster management platforms to give citizens a greater role in preparing for and managing crises.
Smarter CitiesThought Leadership White Paper21st centu.docx
Smarter Cities
Thought Leadership White Paper
21st century emergency
management
21st century emergency management2
Contents
2 How did we get here?
4 Legacy-induced challenges
5 21st century emergency management
6 Implementing an emergency management technology
solution
7 Why IBM?
In the late summer months, a tropical depression forms over
warm ocean waters. Meteorologists track the system as it
increases in both size and intensity, becoming first a tropical
storm and then a hurricane. Forecasters and computer models
agree the new storm will likely make landfall over a major
population center. As the hurricane strengthens, emergency
management personnel prepare for what they fear will become
headline news. Public agencies and private organizations
throughout the region begin executing their respective
emergency plans.
Meanwhile, on the other side of the country a lone actor
executes a carefully designed plan for public violence. Unlike
with the brewing storm, emergency management personnel have
no advance warning and must immediately assess the situation
and activate plans designed to prevent loss of life.
In both scenarios, response plans are in full motion. While the
various regional agencies and organizations in each area have
planned for these types of events, these groups still struggle to
coordinate a comprehensive response. Plan execution revealed
areas where interagency activities were not working together
cohesively. It also showed where their respective preparedness
and response plans overlap—and information-sharing challenges
made real-time adjustments difficult at best.
How did we get here?
Around the world, incidents similar to these occur every day.
Yet in event after event, emergency management (EM) personnel
struggle to overcome institutional inertia that can impede an
integrated response to fully-anticipated events as well as the
challenges posed by unanticipated events. The reason is the
historical evolution of emergency management.
Traditionally, emergency management as a practice was focused
on disaster response. Only minimal EM resources were allocated
to planning and preparing for an emergency, recovering and
rebuilding from an emergency, or even ongoing activities that
might reduce the impact or duration of an emergency event.
This was because the discipline of emergency management
originated from developing appropriate responses to wars
and other externally-initiated attacks. In addition, early disaster
research was almost exclusively supported by the US military.
As the Cold War waned, the EM focus shifted from traditional
military threats and broadened to include both natural and
manmade events. In 1979, a more formalized, civil-based
approach was initiated with the formation of US Federal
Emergency Management Agency (FEMA) and the associated
EM workforce that included regional and local officials in
addition to military personnel.
At the same time this ne.
Disaster management.pptx
Disasters can be natural or man-made events that cause great damage and disruption. GIS and remote sensing tools play an important role in disaster management by allowing agencies to share geographic information on hazards, infrastructure, and vulnerable areas to facilitate planning, response, and recovery. Effective disaster warning systems that communicate risk to communities allow them to take protective actions and mitigate impacts.
Part2 disaster-management-risk-mitigation
This document discusses the rationale for partnerships in disaster risk reduction efforts. It notes that addressing disasters requires a multi-disciplinary approach and partnerships between a wide range of stakeholders, including different levels of government, the private sector, NGOs, academics, and vulnerable communities. Some of the challenges to effective partnerships are fragmentation between groups, lack of understanding and respect between disciplines, and competitiveness over limited resources. Effective partnerships require overcoming these barriers through greater collaboration, coordination, and an integrated approach between disaster specialists and development workers. Governance challenges also exist, as different levels and departments within governments may have conflicting mandates and weak coordination.
Leveraging A Wiki To Enhance Virtual Collaboration In The Emergency Domain
In a crisis situation, critical success factors include good preparedness, the availability of
trustworthy information and reliable people, and the responders' ability to improvise with the available, functioning tools. Wikis can be used as collaborative group support systems to support these activities, especially for communities of practice that must operate as high reliability organizations. The advantages of using a wiki are especially beneficial in volatile environments, such as those in the emergency domain, where critical real-time decision making is required. An international wiki - emergenciWiki.org - has been created and is being used by both practitioners and academics. The conclusions include that wiki features and functionality, which are important for safetycritical work, should add a minimum of bureaucratic overhead while helping to establish trust and a sense of purpose and community among the users, strengthening each individual user's accountability for their actions, or easing the evaluation of information reliability. (*note emergenciWiki.org project is over)
This is what internet communications mean to me
This document summarizes a student project about internet communication during crises. It discusses how internet tools like email, websites, YouTube videos, blogs, and online communities were used to communicate information and provide support following the Virginia Tech shooting crisis in 2007. It emphasizes the importance of organizations having crisis communication plans that utilize internet resources to quickly alert affected groups. The project evaluates Virginia Tech's response and lessons learned about using communication technologies during emergencies.
Strong Angel - an Evolution in Preparedness
2006 StrongAngel III - integrated disaster response demonstration in San Diego. Directed by mentor Dr. Eric Rasmussen,MD,MDM,FACP http://about.me/EricRasmussenMD
SCR DRM
This document presents a new approach called Climate Smart Disaster Risk Management (CSDRM). It is the result of input from over 500 practitioners working in disaster risk management and climate change adaptation across Africa and Asia. The CSDRM approach identifies 12 components organized under three pillars: 1) tackle changing disaster risks and uncertainties, 2) enhance adaptive capacity, and 3) address poverty and vulnerability. The approach was developed through field research examining projects in locations such as the Mekong River region, Orissa state in India, and Sri Lanka. It was further validated through extensive consultations with national stakeholders in 10 countries. The document concludes that successful implementation of CSDRM requires investment in collaboration, partnerships, technical capacity building, and creating
Pier webinar
This document discusses the rise of social convergence and its impact on emergency management. It outlines how mobile technologies and social media now enable citizens to actively participate during emergencies by sharing information and participating in crowdsourcing. This empowered citizenry generates large amounts of user-generated data that emergency managers must now integrate into their response if they want to remain relevant. The document analyzes several recent disaster case studies and proposes a six-step approach for emergency managers to adopt social media into their operations.
Putting the community into Total Flood Warning Systems
Presentation to the 2018 Floodplain Management Australia National Conference held on the Gold Coast, Australia.
Abstract:
The lead guiding document for the development of the Total Flood Warning System (TFWS) in Australia is ‘Manual 21 – Flood Warning’ (Attorney-General’s Department, 2009). According to Manual 21, the TFWS consists of six components: Prediction; Interpretation; Message Construction; Communication; Response; and, Review.
In a review of these TFWS components in relation to the findings of previous social research and government inquiries into flood warning in Australia, Molino et al. (2011) identified a further six components of a TFWS: Understanding the Flood Risk; Emergency Management Planning; Community Flood Education; Data Collection; Community Participation in the TFWS; and, Integration of the TFWS Components.
The twelve components have since been tested in the assessment of existing warning systems and the development of TFWSs for several communities across Australia.
This paper provides a summary of the findings from these projects with a particular emphasis on the successes and challenges involving the more community-related TFWS components such as Understanding the Flood Risk, Community Flood Education and Community Participation. For example, the TFWS assessments found that:
• Up to 20% of people living in floodplains were unaware of their flood risk
• Community flood education tended to rely on the provision of information
• There was little community participation in flood warning systems.
The findings demonstrated the need to engage with communities about all twelve TFWS components and this paper concludes by explaining how this could be best done using tailored techniques.
Community awareness
Community Awareness is generally defined as knowledge created through interaction between community people and its environment, a setting bounded in space and time. It involves states of knowledge as well as dynamic process of perception and action. It is the knowledge that must be maintained and kept updated to complete some tasks in the environment. Community Awareness generation is considered as core element of successful disaster risk reduction.
Community awareness refers when the community is aware about each and everything that is happening around and if the is an issue which needs to be solved, the community members should have an idea of what problems are some of the community members facing around the community. Measures on how to solve the problems faced by the community must be discussed.
Community awareness is the ability to direct know and perceive, to fell, or consciousness about a potential problem or impact on a community people of an event
GCSE Geography OCR B
This unit focuses on rivers and coasts. It will take approximately 12 lessons over two teaching weeks. Students will complete a fieldwork project on protecting coastlines worth 25% of their grade. They will also do a geographical investigation on the controversies around wind energy development in the UK. This unit covers river processes, flooding, coastal landforms, and protecting coastlines. It will be assessed in the final exam.
Disaster Risk Reduction Ambassador Introduction
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
Similar to Application Communication Strategies and ProcessesWhether a c (20)
Disaster communications for response and recovery are multifaceted. .docx
Disaster communications for response and recovery are multifaceted. .docx
A Whole Community Approach to Emergency Management Princi.docx
A Whole Community Approach to Emergency Management Princi.docx
SourcesInequality and the American Dream.” The Economist.com, .docx
SourcesInequality and the American Dream.” The Economist.com, .docx
COLLAPSEThe Communication LandscapeEffective crisis commun.docx
COLLAPSEThe Communication LandscapeEffective crisis commun.docx
Introduce your presentation here. 1Use the design .docx
Introduce your presentation here. 1Use the design .docx
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Smarter CitiesThought Leadership White Paper21st centu.docx
Leveraging A Wiki To Enhance Virtual Collaboration In The Emergency Domain
Leveraging A Wiki To Enhance Virtual Collaboration In The Emergency Domain
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The objectives of this exercise are to:
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2) Gain an understanding of arrays and use of control statements.
3) Develop and test a small Java program applying the concepts of objective 2.
AFTER YOU HAVE COMPLETED, put all your files into a zip file named [your
name]Assignment2.zip. Include all .class and .java files, that is zip your eclipse project;
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The objectives of this exercise are to:
1) Gain experience with using the Eclipse IDE.
2) Gain an understanding of the basic definition and use of objects including the
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3) Develop and test a simple Java program applying the concepts of objective 2.
AFTER YOU HAVE COMPLETED put all the files into a zip file named [your
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Also print all source files and turn them in by the due date.
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Odyssey
and its plot, it is time to think about larger issues, such as the mythic functions that the poem performs. The primary question for consideration will be whether the poem performs the function of guiding an individual through life or the function of maintaining social order.
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ONE
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The objectives of this assignment are to1)Gain experience using.docx
The objectives of this assignment are to:
1)Gain experience using the Eclipse IDE; including its environment for managing
files.
2) Gain an understanding of processing both text and binary files.
3) Gain experience in using data structures to hold data in memory.
4) Develop a small Java program that applies the concepts of objectives 2 and 3.
5) Practice good programming techniques.
AFTER YOU HAVE COMPLETED, create a zip file named [your
name ]Assignment4.zip. It should contain the complete project including source files,
data files and class files. Upload your .zip file to Moodle. Printout all source files and
output produced by your program. Tum in all printouts.
make sure the output came same the homework.
.
The objective of this weeks deliverable is to provide Robert M. Lop.docx
The objective of this week's deliverable is to provide Robert M. Lopez with a business report presentation of your findings.
Use the modified 2014FourthQuarter.xls spreadsheet that you submitted in Module 04 for this deliverable.
Your report should visually identify:
Outliers
Sales consultants trending towards noncompliance
Using the excel spreadsheet as input, create a visual representation of the data. Use the visual representation of the data in a 2-3 slide PowerPoint of your findings. Include slide notes to explain. apa formatted and refernce page also must be included
.
The number of American telecommuters is expected to increase by 29 m.docx
The number of American telecommuters is expected to increase by 29 million telecommuters or 43% of the workforce by 2016 as more work gets performed from remote locations. Mobile workers can work from wherever they are and use the IT / IS technology necessary to access co-workers, company or corporate infrastructure, intranets, and other information sources.
Write a two to three (2-3) page paper in which you:
Describe the impact of telecommuting on energy conservation, IT operational costs, “green computing”, and shifts in telecommuters’ lifestyles (e.g., parents, disability, etc.).
Describe how the business infrastructure should be designed so that employees will be able to continue to perform business functions in the event of a disaster (i.e., storm, hurricane, or earthquake) that destroys or makes it impossible to access the buildings.
Determine four (4) advantages and four (4) disadvantages of telecommuting from an IT manager’s point of view. Elaborate on each advantage and disadvantage.
Examine the effect of Bring Your Own Device (BYOD) to the IT infrastructure with regard to security, IT support, knowledge, and data management, green computing, and telecommuting.
Use at least three (3) quality resources in this assignment. Note: Wikipedia and similar Websites do not qualify as quality resources.
.
The number of children through adolescence with SED (severe and impa.docx
The number of children through adolescence with SED (severe and impairing emotional disorders and/or behavioral problems) is signficant.
1. Explain the 2 dimensions of conceptualizing these disorders.
2. Using additional resources (2 minimum, but not Wikipedia or WebMD), support or refute the premise that the numbers of children with SEDs is signficant.
3. Provide an analysis of the potential causes and treatments for the observed numbers of children or adolescents with SEDs. You may include holistic perspectives if supportive documentation is provided. Remember that you must provide a thorough analysis of causes
and
treatments for several externalizing and internalizing disorders.
350 word minimum APA format
.
The NPR Analysis has a fivefold purpose. Experience National Publi.docx
The NPR Analysis has a fivefold purpose. Experience National Public Radio and it style of disseminating the news. Select and evaluate a news story of your choice. consider the level of objectivity, perspective and storytelling techniques employed by the reporter. finally, pay special attention to NPR's classic last sentence. the length of the paper is one and half papers .
the due will be in three ours from now
.
The normal curve is the shape that represents how variables are dist.docx
The normal curve is the shape that represents how variables are distributed, and it has some very interesting characteristics: a) the mean, the median, and the mode are all the same value; b) it is symmetrical about its midpoint, which means that the left and right halves of the curve are mirror images; and c) the tails of the curve get closer and closer to the X-axis but never touch it—the curve is asymptotic (Salkind, 2012). In fact, many inferential statistics are based on the assumption that the population distribution of variables from which samples are selected is normal in shape. From a practical standpoint, how likely is a healthcare professional conducting an informal study or program evaluation at their organization to achieve a “normal distribution curve”?
References
Salkind, N. J. (2012). Exploring research. (8th ed.). Upper Saddle River, NJ: Pearson
(i just need a paragraph)
.
the nine properties of life. Briefly describe each of the nine prope.docx
the nine properties of life. Briefly describe each of the nine properties and discuss how things like a virus, prion, and viroid can reproduce, but are not considered to be alive. Address the question: how can things like these that are not considered to be alive “evolve”?
ISBN-13: 9780538741347
.
The NTSB frequently recommends safety improvements for the US airlin.docx
The NTSB frequently recommends safety improvements for the US airline industry. Choose one such recommendation from the
NTSB website
(Links to an external site.)
. Discuss the recommendation and the FAA’s response.
Paper Requirements:
Written in current APA style
2 pages in length not including title page and reference list
All references cited in the text of the paper and in a separate reference list
.
The nobleman Hugh of Lusignans account of his dealings with his lor.docx
The nobleman Hugh of Lusignan's account of his dealings with his lord, count William of Aquitaine, provides a window into eleventh-century feudal society in the kingdom of France. The kingdom of France during this time was fragmented into many smaller jurisdictions ruled by dukes, counts, viscounts, bishops, and minor lords. In fact, the king of France effectively ruled only a small territory around the cities of Paris and Orleans, while some of his rivals, such as the count of Aquitaine, controlled more territory and had more vassals. In this account, fortresses often serve as fiefs granted by a lord to his vassal.
Respond to the following prompts
1. Although Hugh feels ill treated by his lord Count William, why does he (mostly) maintain his loyalty? (Be sure to use and apply the generic terms of lord, vassal, and fief in your discussion.)
2. What were the primary sources of conflict in this society?
3. How did the system of lord and vassal relations serve to provide some political stability in a society with a very small or almost non-existent state/government?
i uploded couple of files that might help.
NO plaragism please!!
.
The National Association for the Education of Young Children (NAEYC).docx
The National Association for the Education of Young Children (NAEYC)-Elaine
Elaine Sosa
7/23/2015 11:11:27 PM
The four core values I chose are as listed
Appreciate and support the bond between the child and family. A bond between a child and family is very strong. A parent is it's child 's first teacher. Entering school can be stressful and nerve wrecking for both child and parent. I will let the parents know that they can be involved with their children by volunteering their time to the classroom. I will encourage parents and family to come see how their child is learning through plays or show casing their work at the end of each lesson. For example, we just finished our lesson on plants and how they grow. We drew pictures of seeds, stems, flowers, dirt, etc. We even planted some seeds. Now it's time for performance. The children worked so hard in making their costumes out of construction paper and learning to memorize their lines. Now it is time to invite the parents to watch their children act out what they learned about plants.
Respect the dignity, worth, and uniqueness of each individual (child, family member, and colleagues). It is important to respect the children, families, and colleagues. Every child is different, I will learn about the children's uniqueness and teach the children that everyone learns differently. In my classroom we will discuss and learn about the student's culture and habits. I can one day have parents bring in a dish from their culture and as we sitting down in the classroom talking about how and where this dish comes from, we can then taste it.
Recognize that children and adults achieve their full potential in the context of relationships that are based on trust and respect. At the start of the day I will greet each child as an individual. I want the children to know that I trust and respect them and in return they can trust and respect me.
Base our work on knowledge of how children develop and learn. I will have a classroom where the child can develop their physical, cognitive,and affective domains. I will have centers for art, reading, writing, and imaginary. With rules written on the rules for the children to follow.
My knowledge and understanding of these values will help me to be a better Early Childhood educator and colleague because I can clearly see that becoming a teacher will be a big impact on the children. I want it to be a "great" impact and by learning and understanding these core values will then help be a great influence on the children that I will teach. I want my students to leave my class with the knowledge to succeed to the next grade.
.
The movie I chose is FIREPROOFi have attached the document with.docx
This document discusses the topics covered in a movie and course, including communication processes, social media, interpersonal communication, self-esteem and self-concept, perception processes like selection and interpretation, emotions, and aspects of language like structure, naming, gender, and identity.
The Monroe Doctrine became one of the crucial foundations of America.docx
The Monroe Doctrine became one of the crucial foundations of American foreign policy over the next century; what was the occasion for Monroe's articulation of this doctrine, and what were the circumstances motivating its adoption?
What reasons were used by Monroe to justify this foreign policy pronouncement, and how do they relate to arguments made during the revolutionary and early republic periods?
Using a minimum of 150 words, address the following:
Explain the “American System” and its benefits.
I need this done in 20 mins !! I WILL check to make sure it is not plagirized !
.
The Movie I would like to analyze is ____________________ .Your An.docx
The Movie I would like to analyze is ____________________ .
Your Answer:
The movie I would like to analyze is Big Daddy.
Identify your first concept and BRIEFLY explain how it is relevant to your movie.
Your Answer:
The first concept would be Child-rearing styles. In this movie, Sonny adopted a permissive parenting style where he allowed the child to make his own choices, so much that he even allowed him to choose his own name! Sonny later learns that this style of parenting is causing trouble in the child's schooling and resorts to being more assertive in the child's decision making process.
Identify your second concept and BRIEFLY explain how it is relevant to your movie.
Your Answer:
My second concept would be aggression. Sonny displays hostility through both physical and verbal aggression towards others. The child observes this behavior and imitates the same behaviors in situations. The child, Julian, actually feels seeing others get physically hurt is comical. It seems that Sonny's outrageous and aggressive behavior is a result of his father's authoritarian child-rearing style.
dentify your third concept and BRIEFLY explain how it is relevant to your movie.
Your Answer:
The third concept I would cover in relation to the movie is resilience. If not for this 5 year-old's resilience, Sonny probably would have placed the child with social services. Julian was "delivered" to Sonny's door with no idea as to who Sonny was or why his mother left him there. We later learn that Julian's mom dies from cancer. While with his mother there probably was a considerable amount of neglect being as though she was probably to weak and sick to tend to her son needs and the next best person to leave him to is a complete stranger. Considering this, Julian was an adaptive and happy young boy. Also, the sunglasses that Sonny gives Julian help Julian adapt to anxious situations and calm his fear.
My professors comment on my answers was:
I approve of these topics, but I think that you should also consider issues related to Sonny's development and perhaps adoption.
Movie Report
Due
7/25
by
11:59pm
Points
200
Submitting
a file upload
Available
after
Jun 2 at 12am
Movie Analysis Paper
(200 points):
Select a movie that focuses on a particular stage of development. Your task will be to identify concepts/theories that are discussed in the text and indicate the extent to which the movie has accurately portrayed your developmental stage of interest.
Paper Instructions:
Select a film and get
permission to proceed to watch the film.
Submit your movie for approval (via Canvas; week 4 module) before
11:59pm
on
7/5
.
View the Movie
Summarize the storyline and main characters (1 page Max)
Identify three concepts that are covered in the text regarding your selected stage of development (Hint: create a header in your paper for each theme, e.g., Parenting Style, Attachment, Friendship in Adolescence)
For each concept briefly summarize what psychologists e.
The motion picture industry is a competitive business. More than 50 .docx
The motion picture industry is a competitive business. More than 50 studios produce a total of 300 to 400 new motion pictures each year, and the financial success of each motion picture varies considerably. Gross sales for the opening weekend, the total gross sales, the number of theaters the movie was shown in, and the number of weeks the motion picture was open are common variables used to measure the success of a motion picture. Data collected for a sample of 100 motion pictures produced in 20XX are contained in the file named
Movies
, linked at the bottom of the page. Use all 100 data points.
Rank
Movie Title
Opening Gross
Total Gross
Theaters
Weeks
1
Marvel's The Avengers
207,438,708
623,357,910
4,349
22
2
The Dark Knight Rises
160,887,295
448,139,099
4,404
21
3
The Hunger Games
152,535,747
408,010,692
4,137
24
4
Skyfall
88,364,714
304,360,277
3,526
17
5
The Hobbit: An Unexpected Journey
84,617,303
303,003,568
4,100
19
6
The Twilight Saga: Breaking Dawn Part 2
141,067,634
292,324,737
4,070
16
7
The Amazing Spider-Man
62,004,688
262,030,663
4,318
15
8
Brave
66,323,594
237,283,207
4,164
30
9
Ted
54,415,205
218,815,487
3,303
17
10
Madagascar 3: Europe's Most Wanted
60,316,738
216,391,482
4,263
19
11
Dr. Seuss' The Lorax
70,217,070
214,030,500
3,769
21
12
Wreck-It Ralph
49,038,712
189,422,889
3,752
26
13
Lincoln
944,308
182,207,973
2,293
24
14
MIB 3
54,592,779
179,020,854
4,248
15
15
Django Unchained
30,122,888
162,805,434
3,012
20
16
Ice Age: Continental Drift
46,629,259
161,321,843
3,886
30
17
Snow White and the Huntsman
56,217,700
155,332,381
3,777
14
18
Les Miserables (2012)
27,281,735
148,809,770
2,927
14
19
Hotel Transylvania
42,522,194
148,313,048
3,375
22
20
Taken 2
49,514,769
139,854,287
3,706
20
21
21 Jump Street
36,302,612
138,447,667
3,148
15
22
Argo
19,458,109
136,024,128
3,247
28
23
Silver Linings Playbook
443,003
132,092,958
2,809
29
24
Prometheus
51,050,101
126,477,084
3,442
15
25
Safe House
40,172,720
126,373,434
3,121
14
26
The Vow
41,202,458
125,014,030
3,038
14
27
Life of Pi
22,451,514
124,987,023
2,946
35
28
Magic Mike
39,127,170
113,721,571
3,120
13
29
The Bourne Legacy
38,142,825
113,203,870
3,753
13
30
Journey 2: The Mysterious Island
27,335,363
103,860,290
3,500
20
31
Rise of the Guardians
23,773,465
103,412,758
3,672
20
32
Zero Dark Thirty
417,150
95,720,716
2,946
15
33
Flight
24,900,566
93,772,375
2,638
15
34
Think Like a Man
33,636,303
91,547,205
2,052
11
35
The Campaign
26,588,460
86,907,746
3,302
15
36
The Expendables 2
28,591,370
85,028,192
3,355
14
37
Wrath of the Titans
33,457,188
83,670,083
3,545
13
38
Jack Reacher
15,210,156
80,070,736
3,352
13
39
Dark Shadows
29,685,274
79,727,149
3,755
14
40
Parental Guidance
14,554,053
77,267,296
3,368
21
41
John Carter
30,180,188
73,078,100
3,749
16
42
Act of Valor
24,476,632
70,012,847
3,053
15
43
This Is 40
11,579,175
67,544,505
2,931
10
44
Contraband
24,349,815
66,528,000
2,870
9
45
Looper
20,801,522
66,486,205
2,993
14
46
Tyler Perry's Madea's Witness Protection
25.
The Moore-Thomas, Day-Vines article explores cultural competence as .docx
The Moore-Thomas, Day-Vines article explores cultural competence as it relates to effective collaboration and interactions as well as an understanding of the political structures and socio-cultural realities of African American students, families, and their communities. Describe the specific models, strategies, and recommendations for educators to work effectively with students with diverse social differences (i.e. economic, ethnic, cultural, family, geographic region, ect). What steps can you take to be a culturally competent educator as you plan on working with specific groups, school, family and community members?
.
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- 1. Application: Communication Strategies and Processes Whether a crisis or disaster is natural or man-made, effective communication strategies are needed no matter where it occurs. A great deal was learned about communication issues in the aftermath of Hurricane Katrina. After this disaster, thousands of residents in Alabama, Mississippi, and Louisiana were without roads, electricity, or cell phone towers. Because of this, creative means of communication, both inside and outside the region, were needed. Agencies with satellite phones had no difficulty, but for most survivors this was not a possibility—it was difficult to make phone calls both outside and inside the region. One means of communicating, however, was successful for many—text messaging. But, of course, this required a digital phone with texting capability, which not all had access to. In order to reach survivors who did not have this capability, four- wheel drive vehicles or trucks were necessary because roads and bridges were destroyed. Transportation became a significant element for communication. Other less intense crises present communication issues as well. All crises involve an organizational plan that outlines how to communicate decisions and how to respond to the crisis. Media is almost always present, and they require communication that is rapid and accurate. Coombs (Crandall, Parnell, and Spillan, 2010) identifies uses of communication strategies for the various stages and types of disasters. Note: Hurricane Katrina is referenced many times in this course because so much was learned from mistakes made during and after that crisis. Crisis responders and those in charge of planning for crises learn from each and every incidence. For example, being sure to look out for vulnerable populations, such as the elderly, is now a priority because 13,000 died during an
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