Community Preparedness and Response Due Date Feb 08, 2017.docx
•Download as DOCX, PDF•
0 likes•4 views
Community Preparedness and Response Due Date: Feb 08, 2017 Details: Efforts to protect individual and community safety during emergencies include considerable collaboration between government officials, first responders, and various public and private agencies. One of the primary objectives of all emergency management planning is to protect public health. Public health officials must work alongside emergency managers to protect people and communities. Likewise, municipal and public safety officials must contribute their efforts to ensure the swift repair of critical infrastructure and utilities, which are necessary to protect the health and well-being of communities. For the Community Preparedness and Response section of your AAR (3-4 pages), research information related to the cooperation of the public health, public safety, and/or municipal officials during your selected emergency crisis. In this section of your report, discuss the following: Discuss the major strengths of the collaboration efforts between emergency responders and public health, public safety, and municipal officials to promote effective response and recovery during the incident. Discuss the primary weaknesses of the collaboration between emergency responders and public health, public safety, and municipal officials. How did ineffective collaboration hinder efforts to protect public health and/or restore community functioning? Provide short- and long-term recommendations for improving the collaboration between public health, public safety, and municipal officials in emergency or disaster management. Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment. You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center. EMM-605.M4Rubric.docx ...
Report
Share
Report
Share
Recommended
Community Preparedness and Response Due Date Feb8,2017Det.docx
Community Preparedness and Response
Due Date:
Feb
8,2017
Details:
Efforts to protect individual and community safety during emergencies include considerable collaboration between government officials, first responders, and various public and private agencies. One of the primary objectives of all emergency management planning is to protect public health. Public health officials must work alongside emergency managers to protect people and communities. Likewise, municipal and public safety officials must contribute their efforts to ensure the swift repair of critical infrastructure and utilities, which are necessary to protect the health and well-being of communities.
For the Community Preparedness and Response section of your AAR (3-4 pages), research information related to the cooperation of the public health, public safety, and/or municipal officials during your selected emergency crisis. In this section of your report, discuss the following:
Discuss the major strengths of the collaboration efforts between emergency responders and public health, public safety, and municipal officials to promote effective response and recovery during the incident.
Discuss the primary weaknesses of the collaboration between emergency responders and public health, public safety, and municipal officials. How did ineffective collaboration hinder efforts to protect public health and/or restore community functioning?
Provide short- and long-term recommendations for improving the collaboration between public health, public safety, and municipal officials in emergency or disaster management.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.
You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.
EMM-605.M4Rubric.docx
Please Note: Assignment will not be submitted to the faculty member until the "Submit" button under "Final Submission" is clicked.
...
Develop a disaster recovery plan to lessen health disparities an.docx
Develop a disaster recovery plan to lessen health disparities and improve access to community services after a disaster. Then, develop and record an 8-10 slide presentation (PowerPoint preferred) of the plan with audio for the Vila Health system, city officials, and the disaster relief team.
As you begin to prepare this assessment, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement.
Professional Context
Nurses fulfill a variety of roles, and their diverse responsibilities as health care providers extend to the community. The decisions we make daily and in times of crisis often involve the balancing of human rights with medical necessities, equitable access to services, legal and ethical mandates, and financial constraints. When an unanticipated event occurs, such as an accident or natural disaster, issues can arise that complicate decisions about meeting the needs of an individual or group, including understanding and upholding their rights and desires, mediating conflict, and applying established ethical and legal standards of nursing care. As a nurse, you must be knowledgeable about disaster preparedness to safeguard those in your care. You are also accountable for promoting equitable quality of care for community residents.
This assessment provides an opportunity for you to apply the concepts of emergency preparedness, public health assessment, triage, management, and surveillance after a disaster. You will also focus on hospital evacuation and extended displacement periods.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Analyze health risks and health care needs among distinct populations.
Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community.
Competency 2: Propose health promotion strategies to improve the health of populations.
Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts.
Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
Explain how health and governmental policy affect disaster recovery efforts.
Competency 4: Integrate principles of social justice in community health interventions.
Explain how a proposed disaster recovery plan will lessen health disparities and improve access to community services.
Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population .
Develop a disaster recovery plan to lessen health disparities and im.docx
Develop a disaster recovery plan to lessen health disparities and improve access to community services after a disaster. Then, develop and record an 8-10 slide presentation (PowerPoint preferred) of the plan with audio for the Vila Health system, city officials, and the disaster relief team.
As you begin to prepare this assessment, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement.
Professional Context
Nurses fulfill a variety of roles, and their diverse responsibilities as health care providers extend to the community. The decisions we make daily and in times of crisis often involve the balancing of human rights with medical necessities, equitable access to services, legal and ethical mandates, and financial constraints. When an unanticipated event occurs, such as an accident or natural disaster, issues can arise that complicate decisions about meeting the needs of an individual or group, including understanding and upholding their rights and desires, mediating conflict, and applying established ethical and legal standards of nursing care. As a nurse, you must be knowledgeable about disaster preparedness to safeguard those in your care. You are also accountable for promoting equitable quality of care for community residents.
This assessment provides an opportunity for you to apply the concepts of emergency preparedness, public health assessment, triage, management, and surveillance after a disaster. You will also focus on hospital evacuation and extended displacement periods.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Analyze health risks and health care needs among distinct populations.
Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community.
Competency 2: Propose health promotion strategies to improve the health of populations.
Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts.
Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
Explain how health and governmental policy affect disaster recovery efforts.
Competency 4: Integrate principles of social justice in community health interventions.
Explain how a proposed disaster recovery plan will lessen health disparities and improve access to community services.
Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve populat.
Assessment 3 Instructions Disaster Recovery PlanDevelop a d.docx
Assessment 3 Instructions: Disaster Recovery Plan
Develop a disaster recovery plan to lessen health disparities and improve access to community services after a disaster. Then, develop and record an 8-10 slide presentation (PowerPoint preferred) of the plan with audio for the Vila Health system, city officials, and the disaster relief team.
As you begin to prepare this assessment, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement.
Professional Context
Nurses fulfill a variety of roles, and their diverse responsibilities as health care providers extend to the community. The decisions we make daily and in times of crisis often involve the balancing of human rights with medical necessities, equitable access to services, legal and ethical mandates, and financial constraints. When an unanticipated event occurs, such as an accident or natural disaster, issues can arise that complicate decisions about meeting the needs of an individual or group, including understanding and upholding their rights and desires, mediating conflict, and applying established ethical and legal standards of nursing care. As a nurse, you must be knowledgeable about disaster preparedness to safeguard those in your care. You are also accountable for promoting equitable quality of care for community residents.
This assessment provides an opportunity for you to apply the concepts of emergency preparedness, public health assessment, triage, management, and surveillance after a disaster. You will also focus on hospital evacuation and extended displacement periods.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Analyze health risks and health care needs among distinct populations.
Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community.
Competency 2: Propose health promotion strategies to improve the health of populations.
Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts.
Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
Explain how health and governmental policy affect disaster recovery efforts.
Competency 4: Integrate principles of social justice in community health interventions.
Explain how a proposed disaster recovery plan will lessen health disparities and improve access to community services.
Competency 5: Apply professional, scholarly .
Recommended
Community Preparedness and Response Due Date Feb8,2017Det.docx
Community Preparedness and Response
Due Date:
Feb
8,2017
Details:
Efforts to protect individual and community safety during emergencies include considerable collaboration between government officials, first responders, and various public and private agencies. One of the primary objectives of all emergency management planning is to protect public health. Public health officials must work alongside emergency managers to protect people and communities. Likewise, municipal and public safety officials must contribute their efforts to ensure the swift repair of critical infrastructure and utilities, which are necessary to protect the health and well-being of communities.
For the Community Preparedness and Response section of your AAR (3-4 pages), research information related to the cooperation of the public health, public safety, and/or municipal officials during your selected emergency crisis. In this section of your report, discuss the following:
Discuss the major strengths of the collaboration efforts between emergency responders and public health, public safety, and municipal officials to promote effective response and recovery during the incident.
Discuss the primary weaknesses of the collaboration between emergency responders and public health, public safety, and municipal officials. How did ineffective collaboration hinder efforts to protect public health and/or restore community functioning?
Provide short- and long-term recommendations for improving the collaboration between public health, public safety, and municipal officials in emergency or disaster management.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.
You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.
EMM-605.M4Rubric.docx
Please Note: Assignment will not be submitted to the faculty member until the "Submit" button under "Final Submission" is clicked.
...
Develop a disaster recovery plan to lessen health disparities an.docx
Develop a disaster recovery plan to lessen health disparities and improve access to community services after a disaster. Then, develop and record an 8-10 slide presentation (PowerPoint preferred) of the plan with audio for the Vila Health system, city officials, and the disaster relief team.
As you begin to prepare this assessment, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement.
Professional Context
Nurses fulfill a variety of roles, and their diverse responsibilities as health care providers extend to the community. The decisions we make daily and in times of crisis often involve the balancing of human rights with medical necessities, equitable access to services, legal and ethical mandates, and financial constraints. When an unanticipated event occurs, such as an accident or natural disaster, issues can arise that complicate decisions about meeting the needs of an individual or group, including understanding and upholding their rights and desires, mediating conflict, and applying established ethical and legal standards of nursing care. As a nurse, you must be knowledgeable about disaster preparedness to safeguard those in your care. You are also accountable for promoting equitable quality of care for community residents.
This assessment provides an opportunity for you to apply the concepts of emergency preparedness, public health assessment, triage, management, and surveillance after a disaster. You will also focus on hospital evacuation and extended displacement periods.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Analyze health risks and health care needs among distinct populations.
Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community.
Competency 2: Propose health promotion strategies to improve the health of populations.
Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts.
Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
Explain how health and governmental policy affect disaster recovery efforts.
Competency 4: Integrate principles of social justice in community health interventions.
Explain how a proposed disaster recovery plan will lessen health disparities and improve access to community services.
Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population .
Develop a disaster recovery plan to lessen health disparities and im.docx
Develop a disaster recovery plan to lessen health disparities and improve access to community services after a disaster. Then, develop and record an 8-10 slide presentation (PowerPoint preferred) of the plan with audio for the Vila Health system, city officials, and the disaster relief team.
As you begin to prepare this assessment, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement.
Professional Context
Nurses fulfill a variety of roles, and their diverse responsibilities as health care providers extend to the community. The decisions we make daily and in times of crisis often involve the balancing of human rights with medical necessities, equitable access to services, legal and ethical mandates, and financial constraints. When an unanticipated event occurs, such as an accident or natural disaster, issues can arise that complicate decisions about meeting the needs of an individual or group, including understanding and upholding their rights and desires, mediating conflict, and applying established ethical and legal standards of nursing care. As a nurse, you must be knowledgeable about disaster preparedness to safeguard those in your care. You are also accountable for promoting equitable quality of care for community residents.
This assessment provides an opportunity for you to apply the concepts of emergency preparedness, public health assessment, triage, management, and surveillance after a disaster. You will also focus on hospital evacuation and extended displacement periods.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Analyze health risks and health care needs among distinct populations.
Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community.
Competency 2: Propose health promotion strategies to improve the health of populations.
Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts.
Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
Explain how health and governmental policy affect disaster recovery efforts.
Competency 4: Integrate principles of social justice in community health interventions.
Explain how a proposed disaster recovery plan will lessen health disparities and improve access to community services.
Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve populat.
Assessment 3 Instructions Disaster Recovery PlanDevelop a d.docx
Assessment 3 Instructions: Disaster Recovery Plan
Develop a disaster recovery plan to lessen health disparities and improve access to community services after a disaster. Then, develop and record an 8-10 slide presentation (PowerPoint preferred) of the plan with audio for the Vila Health system, city officials, and the disaster relief team.
As you begin to prepare this assessment, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement.
Professional Context
Nurses fulfill a variety of roles, and their diverse responsibilities as health care providers extend to the community. The decisions we make daily and in times of crisis often involve the balancing of human rights with medical necessities, equitable access to services, legal and ethical mandates, and financial constraints. When an unanticipated event occurs, such as an accident or natural disaster, issues can arise that complicate decisions about meeting the needs of an individual or group, including understanding and upholding their rights and desires, mediating conflict, and applying established ethical and legal standards of nursing care. As a nurse, you must be knowledgeable about disaster preparedness to safeguard those in your care. You are also accountable for promoting equitable quality of care for community residents.
This assessment provides an opportunity for you to apply the concepts of emergency preparedness, public health assessment, triage, management, and surveillance after a disaster. You will also focus on hospital evacuation and extended displacement periods.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Analyze health risks and health care needs among distinct populations.
Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community.
Competency 2: Propose health promotion strategies to improve the health of populations.
Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts.
Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
Explain how health and governmental policy affect disaster recovery efforts.
Competency 4: Integrate principles of social justice in community health interventions.
Explain how a proposed disaster recovery plan will lessen health disparities and improve access to community services.
Competency 5: Apply professional, scholarly .
Introduce your presentation here. 1Use the design .docx
Introduce your presentation here.
1
Use the design tab to find a subtle background. Use a font color that is easily read against
the background color. Use the new slide feature on the home tab to insert a new slide.
Choose the type of slide that is needed. The most common slides are the Title Content and
the Two Content. They will automatically include the heading and the section for the
bullets.
2
Be sure to use a heading that explains what is contained on the slide. Use the same font
sizes throughout the presentation. If you use 48 pt. font for this heading, use it for all of the
headings. The same goes for the bullet points.
3
The details of the presentation will appear in the notes section. This is where the narrative
of the live presentation would be if you were going to present this to an audience. Be sure
to explain what is included on the slide. Place in-text citations in the notes if source
information is used (Sample, 2016).
4
Most presentations should include graphics of some kind. These can include images,
graphs, charts, or SmartArt.
5
SmartArt Images can be used to show different types of information. SmartArt can be
found on the Insert tab. There are various styles of graphics that display information in
different ways.
6
Include references on a separate slide. The font on this slide can be smaller to fit the
references. This font is 24 pt.
7
1
If you would like to add your script or additional information in the notes section, you can
add it here. Make sure to include citations for any outside material (Howard, n.d.).
2
3
4
5
PowerPoint BasicsAPA for Power Point
MSE 6301, Risk Management 1
Course Learning Outcomes for Unit III
Upon completion of this unit, students should be able to:
2. Examine the risk that disasters present to the community and responders.
2.1 Determine a community's vulnerability for a disaster.
3. Assess emergency planning strategies aimed to reduce risk.
3.1 Determine methods for gathering local, state, and federal officials together for planning
purposes.
3.2 Discuss the integration of a recovery operations plan into the main part of an emergency
operations plan.
3.3 Identify mitigation strategies that can address risk reduction in your community.
Course/Unit
Learning Outcomes
Learning Activity
2.1
Unit Lesson
Chapter 4
Unit III PowerPoint Presentation
3.1
Unit Lesson
Chapter 4
Unit III PowerPoint Presentation
3.2
Unit Lesson
Chapter 4
Unit III PowerPoint Presentation
3.3
Unit Lesson
Chapter 4
Unit III PowerPoint Presentation
Reading Assignment
Chapter 4: Disaster Response and Recovery
Unit Lesson
Major disasters often lead to positive outcomes for emergency management and lessons learned from
decision making that took place during the disaster. Failures in response and recovery efforts in disasters
such as Hurricane Katrina and some of the past California wildfires lead to.
Develop a disaster recovery plan to lessen health disparities an.docx
Develop a disaster recovery plan to lessen health disparities and improve access to community services after a disaster. Then, develop and record a 10-12 slide presentation (please refer to the PowerPoint tutorial) of the plan with audio and speaker notes for the Vila Health system, city officials, and the disaster relief team.
As you begin to prepare this assessment, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement.
Professional Context
Nurses perform a variety of roles and their responsibilities as health care providers extend to the community. The decisions we make daily and in times of crisis often involve the balancing of human rights with medical necessities, equitable access to services, legal and ethical mandates, and financial constraints. In the event of a major accident or natural disaster, many issues can complicate decisions concerning the needs of an individual or group, including understanding and upholding rights and desires, mediating conflict, and applying established ethical and legal standards of nursing care. As a nurse, you must be knowledgeable about disaster preparedness and recovery to safeguard those in your care. As an advocate, you are also accountable for promoting equitable services and quality care for the diverse community.
Nurses work alongside first responders, other professionals, volunteers, and the health department to safeguard the community. Some concerns during a disaster and recovery period include the possibility of death and infectious disease due to debris and/or contamination of the water, air, food supply, or environment. Various degrees of injury may also occur during disasters, terrorism, and violent conflicts.
To maximize survival, first responders must use a triage system to assign victims according to the severity of their condition/prognosis in order to allocate equitable resources and provide treatment. During infectious disease outbreaks, triage does not take the place of routine clinical triage.
Trace-mapping becomes an important step to interrupting the spread of all infectious diseases to prevent or curtail morbidity and mortality in the community. A vital step in trace-mapping is the identification of the infectious individual or group and isolating or quarantining them. During the trace-mapping process, these individuals are interviewed to identify those who have had close contact with them. Contacts are notified of their potential exposure, testing referrals become paramount, and individuals are connected with appropriate services they might need during the self-quarantine period (CDC, 2020).
An example of such disaster is the COVID-19 pandemic of 2020. People who had contact with someone .
Emergency response and disaster recovery
Following man-made and natural disasters or catastrophes, there are certain courses of action,
policies, strategies, processes and activities through which the government, government
agencies, NGOs and corporate organizations make the attempt to regain normalcy in activities
and life of the victims. Health, infrastructure restoration and environmental are part of the goals
for disaster recovery process.
- See more at: http://www.customwritingservice.org/blog/emergency-response-and-disaster-recovery/
Business research rationale on disaster preparedness
Rationale on disaster preparedness of local area studied
30 Volume 82 • Number 1A D V A N C E M E N T O F T H E .docx
30 Volume 82 • Number 1
A D V A N C E M E N T O F T H E PRACTICEA D V A N C E M E N T O F T H E PRACTICE
D I R E C T F R O M C D C E N V I R O N M E N T A L H E A L T H S E R V I C E S
I ntroductionEmergency response and recovery work-ers might be exposed to multiple hazard-
ous conditions and stressful work environ-
ments when responding to a public health
emergency. Previous emergency events have
demonstrated that significant gaps and defi-
ciencies in responder health and safety con-
tinue to exist (Michaels & Howard 2012,
Newman, 2012). Ensuring the health and
safety of emergency response and recovery
workers who might be exposed to hazardous
conditions and stressful work environments
when responding to a public health emer-
gency should remain a top priority (Kitt et al.,
2011). The National Response Framework
contains a Worker Safety and Health Annex
detailing responsibilities for safety and health
during major emergencies, including roles
for the National Institute for Occupational
Safety and Health (NIOSH) such as exposure
assessment and personal protective equip-
ment determination.
The NIOSH Emergency Preparedness
and Response (EPR) Program was created
in 2002 following the events of 9/11, which
included attacks on the World Trade Center
and Pentagon, and the anthrax letter terrorist
attacks. The goal of the NIOSH EPR Program
is to coordinate emergency preparedness
and response within NIOSH and improve
NIOSH’s ability to respond to future emergen-
cies and disasters. The NIOSH EPR Program
protects the health and safety of emergency
response and recovery workers through the
advancement of research and collaborations
to prevent diseases, injuries, and fatalities in
anticipation of and during responses to natu-
ral and human-induced disasters and novel
emergent events.
The NIOSH EPR Program participates in
response planning at the local, state, national,
and international levels to ensure the timely
identification of health hazards associated
with emergency responses and implementa-
tion of adequate protection measures; support
the Centers for Disease Control and Preven-
tion’s (CDC) emergency response efforts; and
use the Disaster Science Responder Research
Program to identify research needs to protect
emergency response and recovery workers
while identifying solutions to rapidly support
research during emergencies. Training for
emergency response and recovery workers is
an integral part of the NIOSH EPR Program.
This column highlights the NIOSH EPR Pro-
gram training opportunities and activities.
E d i t o r ’s N o t e : NEHA strives to provide up-to-date and relevant
information on environmental health and to build partnerships in the
profession. In pursuit of these goals, we feature this column on environmental
health services from the Centers for Disease Control and Prevention (CDC)
in every issue of the Journal.
In these columns, authors from CDC’s Water, Fo ...
30 Volume 82 • Number 1A D V A N C E M E N T O F T H E .docx
30 Volume 82 • Number 1
A D V A N C E M E N T O F T H E PRACTICEA D V A N C E M E N T O F T H E PRACTICE
D I R E C T F R O M C D C E N V I R O N M E N T A L H E A L T H S E R V I C E S
I ntroductionEmergency response and recovery work-ers might be exposed to multiple hazard-
ous conditions and stressful work environ-
ments when responding to a public health
emergency. Previous emergency events have
demonstrated that significant gaps and defi-
ciencies in responder health and safety con-
tinue to exist (Michaels & Howard 2012,
Newman, 2012). Ensuring the health and
safety of emergency response and recovery
workers who might be exposed to hazardous
conditions and stressful work environments
when responding to a public health emer-
gency should remain a top priority (Kitt et al.,
2011). The National Response Framework
contains a Worker Safety and Health Annex
detailing responsibilities for safety and health
during major emergencies, including roles
for the National Institute for Occupational
Safety and Health (NIOSH) such as exposure
assessment and personal protective equip-
ment determination.
The NIOSH Emergency Preparedness
and Response (EPR) Program was created
in 2002 following the events of 9/11, which
included attacks on the World Trade Center
and Pentagon, and the anthrax letter terrorist
attacks. The goal of the NIOSH EPR Program
is to coordinate emergency preparedness
and response within NIOSH and improve
NIOSH’s ability to respond to future emergen-
cies and disasters. The NIOSH EPR Program
protects the health and safety of emergency
response and recovery workers through the
advancement of research and collaborations
to prevent diseases, injuries, and fatalities in
anticipation of and during responses to natu-
ral and human-induced disasters and novel
emergent events.
The NIOSH EPR Program participates in
response planning at the local, state, national,
and international levels to ensure the timely
identification of health hazards associated
with emergency responses and implementa-
tion of adequate protection measures; support
the Centers for Disease Control and Preven-
tion’s (CDC) emergency response efforts; and
use the Disaster Science Responder Research
Program to identify research needs to protect
emergency response and recovery workers
while identifying solutions to rapidly support
research during emergencies. Training for
emergency response and recovery workers is
an integral part of the NIOSH EPR Program.
This column highlights the NIOSH EPR Pro-
gram training opportunities and activities.
E d i t o r ’s N o t e : NEHA strives to provide up-to-date and relevant
information on environmental health and to build partnerships in the
profession. In pursuit of these goals, we feature this column on environmental
health services from the Centers for Disease Control and Prevention (CDC)
in every issue of the Journal.
In these columns, authors from CDC’s Water, Fo.
2232020 SafeAssign Originality Reporthttpscourserooma.docx
2/23/2020 SafeAssign Originality Report
https://courserooma.capella.edu/webapps/mdb-sa-BBLEARN/originalityReportPrint?course_id=_235009_1&paperId=2605246598&&attemptId=5dff75ef-6975-414… 1/26
NURS-FPX4060_007788_1_1201_OEE_03 - NURS-FPX4060 - WINTER 2020 - SECTION 03
SafeAssign Draft Review
Yaima Thaureaux
on Sun, Feb 23 2020, 6:23 PM
66% highest match
Submission ID: 5dff75ef-6975-4140-84f4-217897d51442
Attachments (1)
NURS-FPX4060_ThaureauxYaima_Assessment3-1.pptx
1 DISASTER RECOVERY PLAN (DRP) YAIMA THAUREAUX
Capella University
February, 2020
2 DISASTER RECOVERY PLAN
A DRP plan is a plan that is established to take actions prior to, during & after any occurrence that
may bring disruption to routine activities
The primary objective in a DRP is to restore activities functioning within the shortest time possible.
A DRP covers procedures to be followed during a disaster and after the disaster such as reporting to
personnel, actions taken to recover operations, and conducting activities after a disaster.
(http://safeassign.blackboard.com/)
NURS-FPX4060_ThaureauxYaima_Assessment3-1.pptx
Word Count: 1,984
Attachment ID: 2605246598
66%
http://safeassign.blackboard.com/
2/23/2020 SafeAssign Originality Report
https://courserooma.capella.edu/webapps/mdb-sa-BBLEARN/originalityReportPrint?course_id=_235009_1&paperId=2605246598&&attemptId=5dff75ef-6975-414… 2/26
A DRP may be perceived as a form of preparation for the end of all activities or worst scenarios
(Wallace & Webber, 2017)
National events like the terrorist attacks of 2001 and Hurricanes Katrina and Rita have focused
attention on the need for recovery planning. Citizens who are physically and mentally healthy are
necessary for any community to recover from a disaster. While there are a plethora of resources to
assist state health agencies in planning for response operations, there are few resources available to
plan for recovery operations. Part of the challenge in developing recovery plans is that it can be
difficult to distinguish between response and recovery activities. While they can be similar, the
intent of the two is different. Disaster response is focused on the immediate need to protect human
life and the physical infrastructure from the immediate effects of the disaster. Recovery, on the
other hand, is broader in scope. The goal of recovery is to ensure the economic sustainability of a
community and the long term physical and mental well-being of its citizens, to rebuild and repair
the physical infrastructure, and to implement mitigation activities to reduce the impact of future
disasters. The state health agency has a key role to play in all of these response and recovery
activities. Any disaster, no matter how large or small, disrupts the daily activity of a community.
Initial response activities are necessary to protect citizens and infrastructure, but recovery activities
allow a community to come back from a disaster. At its core, disaster recovery focuses.
2232020 SafeAssign Originality Reporthttpscourserooma.docx
2/23/2020 SafeAssign Originality Report
https://courserooma.capella.edu/webapps/mdb-sa-BBLEARN/originalityReportPrint?course_id=_235009_1&paperId=2605246598&&attemptId=5dff75ef-6975-414… 1/26
NURS-FPX4060_007788_1_1201_OEE_03 - NURS-FPX4060 - WINTER 2020 - SECTION 03
SafeAssign Draft Review
Yaima Thaureaux
on Sun, Feb 23 2020, 6:23 PM
66% highest match
Submission ID: 5dff75ef-6975-4140-84f4-217897d51442
Attachments (1)
NURS-FPX4060_ThaureauxYaima_Assessment3-1.pptx
1 DISASTER RECOVERY PLAN (DRP) YAIMA THAUREAUX
Capella University
February, 2020
2 DISASTER RECOVERY PLAN
A DRP plan is a plan that is established to take actions prior to, during & after any occurrence that
may bring disruption to routine activities
The primary objective in a DRP is to restore activities functioning within the shortest time possible.
A DRP covers procedures to be followed during a disaster and after the disaster such as reporting to
personnel, actions taken to recover operations, and conducting activities after a disaster.
(http://safeassign.blackboard.com/)
NURS-FPX4060_ThaureauxYaima_Assessment3-1.pptx
Word Count: 1,984
Attachment ID: 2605246598
66%
http://safeassign.blackboard.com/
2/23/2020 SafeAssign Originality Report
https://courserooma.capella.edu/webapps/mdb-sa-BBLEARN/originalityReportPrint?course_id=_235009_1&paperId=2605246598&&attemptId=5dff75ef-6975-414… 2/26
A DRP may be perceived as a form of preparation for the end of all activities or worst scenarios
(Wallace & Webber, 2017)
National events like the terrorist attacks of 2001 and Hurricanes Katrina and Rita have focused
attention on the need for recovery planning. Citizens who are physically and mentally healthy are
necessary for any community to recover from a disaster. While there are a plethora of resources to
assist state health agencies in planning for response operations, there are few resources available to
plan for recovery operations. Part of the challenge in developing recovery plans is that it can be
difficult to distinguish between response and recovery activities. While they can be similar, the
intent of the two is different. Disaster response is focused on the immediate need to protect human
life and the physical infrastructure from the immediate effects of the disaster. Recovery, on the
other hand, is broader in scope. The goal of recovery is to ensure the economic sustainability of a
community and the long term physical and mental well-being of its citizens, to rebuild and repair
the physical infrastructure, and to implement mitigation activities to reduce the impact of future
disasters. The state health agency has a key role to play in all of these response and recovery
activities. Any disaster, no matter how large or small, disrupts the daily activity of a community.
Initial response activities are necessary to protect citizens and infrastructure, but recovery activities
allow a community to come back from a disaster. At its core, disaster recovery focuses.
Planning for Regional Resilience
During the 2017 National Regional Transportation Conference, Justin Fazzari shared information about the U.S. Economic Development Administration's work in economic resilience.
E C O N F O C U S T H I R D Q U A R T E R 2 0 1 3 31.docx
E C O N F O C U S | T H I R D Q U A R T E R | 2 0 1 3 31
O
ne of the great success stories of American retail-
ing, Circuit City got its start in 1949 as a tiny
storefront in Richmond, Va. From that modest
beginning, founder Sam Wurtzel quickly built the company
into a national chain, and his son Alan turned it
into a household name. By 2000, Circuit City employed
more than 60,000 people at 616 locations across the
United States.
Circuit City is also one of American retailing’s great fail-
ures. In November 2008, the 59 -year-old company filed for
bankruptcy. Within months, it closed its stores and liquidat-
ed more than $1 billion worth of merchandise, and on March
8, 2009, the last Circuit City store turned off its lights for
good. Today there are few reminders of the groundbreaking
retailer; the company’s 700,000-square-foot headquarters
complex outside Richmond is filling up with new tenants,
and the empty stores have been taken over by new retailers.
In part, Circuit City was just one of the many victims of
the financial crisis and recession, which also brought down
other large national retailers such as Linens ’n Things and
The Sharper Image. And businesses fail even during the
best of economic times, as part of the natural process of
“creative destruction” that is the engine of capitalism. But at
business schools across the country, Circuit City’s story is
taught as an example of what can happen when success
breeds complacency.
From Tire Store to Fortune 500
In 1949, New Yorker and serial entrepreneur Sam Wurtzel
was having his hair cut in Richmond on his way to a family
vacation in North Carolina. The barber mentioned that the
first television station in the South had opened in Richmond
less than a year earlier. Wurtzel, fresh from a failed import-
export business, thought this new entertainment device
might be his next opportunity.
The first experimental television stations began operat-
ing in the early 1940s, and commercial broadcasting began
after World War II. Few households owned sets at the time
of Wurtzel’s barbershop visit, but the medium was growing
rapidly: The number of TV stations in the United States
nearly tripled in 1949, from 27 to 76. Through a friend,
Wurtzel knew someone at Olympic Television, a small
manufacturer in Long Island City; through relatives, he had
connections to bankers and businesspeople in Richmond.
Within a month, Wurtzel had moved his family from New
York to Virginia and was selling televisions out of the front
half of a tire store on Broad Street, a few blocks west of
downtown Richmond.
Wurtzel thought his last name might be hard for people
to pronounce, so he named his store Wards, an acronym for
his family’s names: W for Wurtzel, A for his son Alan, R for
his wife, Ruth, D for his son David, and S for Sam. Rather
than try to compete directly with the big department stores,
he catered to lower-income consumers by offering install-
ment payment plans. He also developed a unique s.
E B B 3 5 9 – E B B S P o r t f o l i o V C o u r.docx
E B B 3 5 9 – E B B S P o r t f o l i o V
C o u r s e P r o j e c t T e m p l a t e - O n l i n e
2018
2
The Distribution & Marketing Plan Template
Using this Template (attached below), provide your ideas and research for the distribution
strategies you will recommend for the logistical movement and delivery of the product to
targeted users in a niche market. You should research similar products to determine what
other self-distributors are doing to deliver their product to a niche market.
The template is just a guide for organizing your paper with headings and sub-
headings. Retype and duplicate the headings and sub-headings. Everything else is your
original content.
Do not include any of the instructor’s comments in blue in the Template when submitting
this assignment. Reproduction of anything other than the headings and sub-headings
from the template will cause a deduction in points for your assignment.
Use the Budget portion of the template to organize your distribution and marketing
expenses. List each item you plan to spend money on, the frequency with which you will
use it, and the cost for your company’s first year.
All of the tools and tactics found in the written section of the plan must match the dollars
that are allocated to them in the Budget Worksheet.
Do not include any costs in the budget that are not directly related to specific distributing
(selling) and marketing (building awareness) strategies proposed for the product.
Costs should be realistic for what you are trying to accomplish. Remember you are
working with a micro budget of $1500 for the entirety of the one-year plan. So, for example,
World Tours and World Premieres are out. This budget will barely afford more than a local
venue or two to showcase your product.
The best way to tackle the Sales Projections and Budget is to create them in Excel, using
formulas in Excel, and then copy and paste the spreadsheet into your Word document
based on the sample provided.
It should take you a few seconds to set up these spreadsheets and type in the column
headings from the template. All of the line items are custom to your project and should be
revised by you to fit your project.
10/19/18 3
Course Project – Outline Template
(Be sure to start with Title Page to include Project Title, Your Name, Course Name, and Date
in proper APA format)
I. Executive Summary
The Company:
Establish in a sentence or two your experience and goals of the company.
The Project:
Explain your project through a premise statement (Artist’s Story or USP or Logline, depending
on your media) along with ways to relate potential success to the investor through similar
successful projects or its appeal to your Target Market.
Sales Projections / Return on Investment:
Summarize how their one-year investment of the agreed upon amount based on your Client
Interview with them will see the project.
More Related Content
Similar to Community Preparedness and Response Due Date Feb 08, 2017.docx
Introduce your presentation here. 1Use the design .docx
Introduce your presentation here.
1
Use the design tab to find a subtle background. Use a font color that is easily read against
the background color. Use the new slide feature on the home tab to insert a new slide.
Choose the type of slide that is needed. The most common slides are the Title Content and
the Two Content. They will automatically include the heading and the section for the
bullets.
2
Be sure to use a heading that explains what is contained on the slide. Use the same font
sizes throughout the presentation. If you use 48 pt. font for this heading, use it for all of the
headings. The same goes for the bullet points.
3
The details of the presentation will appear in the notes section. This is where the narrative
of the live presentation would be if you were going to present this to an audience. Be sure
to explain what is included on the slide. Place in-text citations in the notes if source
information is used (Sample, 2016).
4
Most presentations should include graphics of some kind. These can include images,
graphs, charts, or SmartArt.
5
SmartArt Images can be used to show different types of information. SmartArt can be
found on the Insert tab. There are various styles of graphics that display information in
different ways.
6
Include references on a separate slide. The font on this slide can be smaller to fit the
references. This font is 24 pt.
7
1
If you would like to add your script or additional information in the notes section, you can
add it here. Make sure to include citations for any outside material (Howard, n.d.).
2
3
4
5
PowerPoint BasicsAPA for Power Point
MSE 6301, Risk Management 1
Course Learning Outcomes for Unit III
Upon completion of this unit, students should be able to:
2. Examine the risk that disasters present to the community and responders.
2.1 Determine a community's vulnerability for a disaster.
3. Assess emergency planning strategies aimed to reduce risk.
3.1 Determine methods for gathering local, state, and federal officials together for planning
purposes.
3.2 Discuss the integration of a recovery operations plan into the main part of an emergency
operations plan.
3.3 Identify mitigation strategies that can address risk reduction in your community.
Course/Unit
Learning Outcomes
Learning Activity
2.1
Unit Lesson
Chapter 4
Unit III PowerPoint Presentation
3.1
Unit Lesson
Chapter 4
Unit III PowerPoint Presentation
3.2
Unit Lesson
Chapter 4
Unit III PowerPoint Presentation
3.3
Unit Lesson
Chapter 4
Unit III PowerPoint Presentation
Reading Assignment
Chapter 4: Disaster Response and Recovery
Unit Lesson
Major disasters often lead to positive outcomes for emergency management and lessons learned from
decision making that took place during the disaster. Failures in response and recovery efforts in disasters
such as Hurricane Katrina and some of the past California wildfires lead to.
Develop a disaster recovery plan to lessen health disparities an.docx
Develop a disaster recovery plan to lessen health disparities and improve access to community services after a disaster. Then, develop and record a 10-12 slide presentation (please refer to the PowerPoint tutorial) of the plan with audio and speaker notes for the Vila Health system, city officials, and the disaster relief team.
As you begin to prepare this assessment, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement.
Professional Context
Nurses perform a variety of roles and their responsibilities as health care providers extend to the community. The decisions we make daily and in times of crisis often involve the balancing of human rights with medical necessities, equitable access to services, legal and ethical mandates, and financial constraints. In the event of a major accident or natural disaster, many issues can complicate decisions concerning the needs of an individual or group, including understanding and upholding rights and desires, mediating conflict, and applying established ethical and legal standards of nursing care. As a nurse, you must be knowledgeable about disaster preparedness and recovery to safeguard those in your care. As an advocate, you are also accountable for promoting equitable services and quality care for the diverse community.
Nurses work alongside first responders, other professionals, volunteers, and the health department to safeguard the community. Some concerns during a disaster and recovery period include the possibility of death and infectious disease due to debris and/or contamination of the water, air, food supply, or environment. Various degrees of injury may also occur during disasters, terrorism, and violent conflicts.
To maximize survival, first responders must use a triage system to assign victims according to the severity of their condition/prognosis in order to allocate equitable resources and provide treatment. During infectious disease outbreaks, triage does not take the place of routine clinical triage.
Trace-mapping becomes an important step to interrupting the spread of all infectious diseases to prevent or curtail morbidity and mortality in the community. A vital step in trace-mapping is the identification of the infectious individual or group and isolating or quarantining them. During the trace-mapping process, these individuals are interviewed to identify those who have had close contact with them. Contacts are notified of their potential exposure, testing referrals become paramount, and individuals are connected with appropriate services they might need during the self-quarantine period (CDC, 2020).
An example of such disaster is the COVID-19 pandemic of 2020. People who had contact with someone .
Emergency response and disaster recovery
Following man-made and natural disasters or catastrophes, there are certain courses of action,
policies, strategies, processes and activities through which the government, government
agencies, NGOs and corporate organizations make the attempt to regain normalcy in activities
and life of the victims. Health, infrastructure restoration and environmental are part of the goals
for disaster recovery process.
- See more at: http://www.customwritingservice.org/blog/emergency-response-and-disaster-recovery/
Business research rationale on disaster preparedness
Rationale on disaster preparedness of local area studied
30 Volume 82 • Number 1A D V A N C E M E N T O F T H E .docx
30 Volume 82 • Number 1
A D V A N C E M E N T O F T H E PRACTICEA D V A N C E M E N T O F T H E PRACTICE
D I R E C T F R O M C D C E N V I R O N M E N T A L H E A L T H S E R V I C E S
I ntroductionEmergency response and recovery work-ers might be exposed to multiple hazard-
ous conditions and stressful work environ-
ments when responding to a public health
emergency. Previous emergency events have
demonstrated that significant gaps and defi-
ciencies in responder health and safety con-
tinue to exist (Michaels & Howard 2012,
Newman, 2012). Ensuring the health and
safety of emergency response and recovery
workers who might be exposed to hazardous
conditions and stressful work environments
when responding to a public health emer-
gency should remain a top priority (Kitt et al.,
2011). The National Response Framework
contains a Worker Safety and Health Annex
detailing responsibilities for safety and health
during major emergencies, including roles
for the National Institute for Occupational
Safety and Health (NIOSH) such as exposure
assessment and personal protective equip-
ment determination.
The NIOSH Emergency Preparedness
and Response (EPR) Program was created
in 2002 following the events of 9/11, which
included attacks on the World Trade Center
and Pentagon, and the anthrax letter terrorist
attacks. The goal of the NIOSH EPR Program
is to coordinate emergency preparedness
and response within NIOSH and improve
NIOSH’s ability to respond to future emergen-
cies and disasters. The NIOSH EPR Program
protects the health and safety of emergency
response and recovery workers through the
advancement of research and collaborations
to prevent diseases, injuries, and fatalities in
anticipation of and during responses to natu-
ral and human-induced disasters and novel
emergent events.
The NIOSH EPR Program participates in
response planning at the local, state, national,
and international levels to ensure the timely
identification of health hazards associated
with emergency responses and implementa-
tion of adequate protection measures; support
the Centers for Disease Control and Preven-
tion’s (CDC) emergency response efforts; and
use the Disaster Science Responder Research
Program to identify research needs to protect
emergency response and recovery workers
while identifying solutions to rapidly support
research during emergencies. Training for
emergency response and recovery workers is
an integral part of the NIOSH EPR Program.
This column highlights the NIOSH EPR Pro-
gram training opportunities and activities.
E d i t o r ’s N o t e : NEHA strives to provide up-to-date and relevant
information on environmental health and to build partnerships in the
profession. In pursuit of these goals, we feature this column on environmental
health services from the Centers for Disease Control and Prevention (CDC)
in every issue of the Journal.
In these columns, authors from CDC’s Water, Fo ...
30 Volume 82 • Number 1A D V A N C E M E N T O F T H E .docx
30 Volume 82 • Number 1
A D V A N C E M E N T O F T H E PRACTICEA D V A N C E M E N T O F T H E PRACTICE
D I R E C T F R O M C D C E N V I R O N M E N T A L H E A L T H S E R V I C E S
I ntroductionEmergency response and recovery work-ers might be exposed to multiple hazard-
ous conditions and stressful work environ-
ments when responding to a public health
emergency. Previous emergency events have
demonstrated that significant gaps and defi-
ciencies in responder health and safety con-
tinue to exist (Michaels & Howard 2012,
Newman, 2012). Ensuring the health and
safety of emergency response and recovery
workers who might be exposed to hazardous
conditions and stressful work environments
when responding to a public health emer-
gency should remain a top priority (Kitt et al.,
2011). The National Response Framework
contains a Worker Safety and Health Annex
detailing responsibilities for safety and health
during major emergencies, including roles
for the National Institute for Occupational
Safety and Health (NIOSH) such as exposure
assessment and personal protective equip-
ment determination.
The NIOSH Emergency Preparedness
and Response (EPR) Program was created
in 2002 following the events of 9/11, which
included attacks on the World Trade Center
and Pentagon, and the anthrax letter terrorist
attacks. The goal of the NIOSH EPR Program
is to coordinate emergency preparedness
and response within NIOSH and improve
NIOSH’s ability to respond to future emergen-
cies and disasters. The NIOSH EPR Program
protects the health and safety of emergency
response and recovery workers through the
advancement of research and collaborations
to prevent diseases, injuries, and fatalities in
anticipation of and during responses to natu-
ral and human-induced disasters and novel
emergent events.
The NIOSH EPR Program participates in
response planning at the local, state, national,
and international levels to ensure the timely
identification of health hazards associated
with emergency responses and implementa-
tion of adequate protection measures; support
the Centers for Disease Control and Preven-
tion’s (CDC) emergency response efforts; and
use the Disaster Science Responder Research
Program to identify research needs to protect
emergency response and recovery workers
while identifying solutions to rapidly support
research during emergencies. Training for
emergency response and recovery workers is
an integral part of the NIOSH EPR Program.
This column highlights the NIOSH EPR Pro-
gram training opportunities and activities.
E d i t o r ’s N o t e : NEHA strives to provide up-to-date and relevant
information on environmental health and to build partnerships in the
profession. In pursuit of these goals, we feature this column on environmental
health services from the Centers for Disease Control and Prevention (CDC)
in every issue of the Journal.
In these columns, authors from CDC’s Water, Fo.
2232020 SafeAssign Originality Reporthttpscourserooma.docx
2/23/2020 SafeAssign Originality Report
https://courserooma.capella.edu/webapps/mdb-sa-BBLEARN/originalityReportPrint?course_id=_235009_1&paperId=2605246598&&attemptId=5dff75ef-6975-414… 1/26
NURS-FPX4060_007788_1_1201_OEE_03 - NURS-FPX4060 - WINTER 2020 - SECTION 03
SafeAssign Draft Review
Yaima Thaureaux
on Sun, Feb 23 2020, 6:23 PM
66% highest match
Submission ID: 5dff75ef-6975-4140-84f4-217897d51442
Attachments (1)
NURS-FPX4060_ThaureauxYaima_Assessment3-1.pptx
1 DISASTER RECOVERY PLAN (DRP) YAIMA THAUREAUX
Capella University
February, 2020
2 DISASTER RECOVERY PLAN
A DRP plan is a plan that is established to take actions prior to, during & after any occurrence that
may bring disruption to routine activities
The primary objective in a DRP is to restore activities functioning within the shortest time possible.
A DRP covers procedures to be followed during a disaster and after the disaster such as reporting to
personnel, actions taken to recover operations, and conducting activities after a disaster.
(http://safeassign.blackboard.com/)
NURS-FPX4060_ThaureauxYaima_Assessment3-1.pptx
Word Count: 1,984
Attachment ID: 2605246598
66%
http://safeassign.blackboard.com/
2/23/2020 SafeAssign Originality Report
https://courserooma.capella.edu/webapps/mdb-sa-BBLEARN/originalityReportPrint?course_id=_235009_1&paperId=2605246598&&attemptId=5dff75ef-6975-414… 2/26
A DRP may be perceived as a form of preparation for the end of all activities or worst scenarios
(Wallace & Webber, 2017)
National events like the terrorist attacks of 2001 and Hurricanes Katrina and Rita have focused
attention on the need for recovery planning. Citizens who are physically and mentally healthy are
necessary for any community to recover from a disaster. While there are a plethora of resources to
assist state health agencies in planning for response operations, there are few resources available to
plan for recovery operations. Part of the challenge in developing recovery plans is that it can be
difficult to distinguish between response and recovery activities. While they can be similar, the
intent of the two is different. Disaster response is focused on the immediate need to protect human
life and the physical infrastructure from the immediate effects of the disaster. Recovery, on the
other hand, is broader in scope. The goal of recovery is to ensure the economic sustainability of a
community and the long term physical and mental well-being of its citizens, to rebuild and repair
the physical infrastructure, and to implement mitigation activities to reduce the impact of future
disasters. The state health agency has a key role to play in all of these response and recovery
activities. Any disaster, no matter how large or small, disrupts the daily activity of a community.
Initial response activities are necessary to protect citizens and infrastructure, but recovery activities
allow a community to come back from a disaster. At its core, disaster recovery focuses.
2232020 SafeAssign Originality Reporthttpscourserooma.docx
2/23/2020 SafeAssign Originality Report
https://courserooma.capella.edu/webapps/mdb-sa-BBLEARN/originalityReportPrint?course_id=_235009_1&paperId=2605246598&&attemptId=5dff75ef-6975-414… 1/26
NURS-FPX4060_007788_1_1201_OEE_03 - NURS-FPX4060 - WINTER 2020 - SECTION 03
SafeAssign Draft Review
Yaima Thaureaux
on Sun, Feb 23 2020, 6:23 PM
66% highest match
Submission ID: 5dff75ef-6975-4140-84f4-217897d51442
Attachments (1)
NURS-FPX4060_ThaureauxYaima_Assessment3-1.pptx
1 DISASTER RECOVERY PLAN (DRP) YAIMA THAUREAUX
Capella University
February, 2020
2 DISASTER RECOVERY PLAN
A DRP plan is a plan that is established to take actions prior to, during & after any occurrence that
may bring disruption to routine activities
The primary objective in a DRP is to restore activities functioning within the shortest time possible.
A DRP covers procedures to be followed during a disaster and after the disaster such as reporting to
personnel, actions taken to recover operations, and conducting activities after a disaster.
(http://safeassign.blackboard.com/)
NURS-FPX4060_ThaureauxYaima_Assessment3-1.pptx
Word Count: 1,984
Attachment ID: 2605246598
66%
http://safeassign.blackboard.com/
2/23/2020 SafeAssign Originality Report
https://courserooma.capella.edu/webapps/mdb-sa-BBLEARN/originalityReportPrint?course_id=_235009_1&paperId=2605246598&&attemptId=5dff75ef-6975-414… 2/26
A DRP may be perceived as a form of preparation for the end of all activities or worst scenarios
(Wallace & Webber, 2017)
National events like the terrorist attacks of 2001 and Hurricanes Katrina and Rita have focused
attention on the need for recovery planning. Citizens who are physically and mentally healthy are
necessary for any community to recover from a disaster. While there are a plethora of resources to
assist state health agencies in planning for response operations, there are few resources available to
plan for recovery operations. Part of the challenge in developing recovery plans is that it can be
difficult to distinguish between response and recovery activities. While they can be similar, the
intent of the two is different. Disaster response is focused on the immediate need to protect human
life and the physical infrastructure from the immediate effects of the disaster. Recovery, on the
other hand, is broader in scope. The goal of recovery is to ensure the economic sustainability of a
community and the long term physical and mental well-being of its citizens, to rebuild and repair
the physical infrastructure, and to implement mitigation activities to reduce the impact of future
disasters. The state health agency has a key role to play in all of these response and recovery
activities. Any disaster, no matter how large or small, disrupts the daily activity of a community.
Initial response activities are necessary to protect citizens and infrastructure, but recovery activities
allow a community to come back from a disaster. At its core, disaster recovery focuses.
Planning for Regional Resilience
During the 2017 National Regional Transportation Conference, Justin Fazzari shared information about the U.S. Economic Development Administration's work in economic resilience.
Similar to Community Preparedness and Response Due Date Feb 08, 2017.docx (20)
Introduce your presentation here. 1Use the design .docx
Introduce your presentation here. 1Use the design .docx
Develop a disaster recovery plan to lessen health disparities an.docx
Develop a disaster recovery plan to lessen health disparities an.docx
Business research rationale on disaster preparedness
Business research rationale on disaster preparedness
Hospital Education Department Introduction Purpose Paper.docx
Hospital Education Department Introduction Purpose Paper.docx
30 Volume 82 • Number 1A D V A N C E M E N T O F T H E .docx
30 Volume 82 • Number 1A D V A N C E M E N T O F T H E .docx
30 Volume 82 • Number 1A D V A N C E M E N T O F T H E .docx
30 Volume 82 • Number 1A D V A N C E M E N T O F T H E .docx
2232020 SafeAssign Originality Reporthttpscourserooma.docx
2232020 SafeAssign Originality Reporthttpscourserooma.docx
2232020 SafeAssign Originality Reporthttpscourserooma.docx
2232020 SafeAssign Originality Reporthttpscourserooma.docx
Balancing of human rights with medical necessities.pdf
Balancing of human rights with medical necessities.pdf
More from brownliecarmella
E C O N F O C U S T H I R D Q U A R T E R 2 0 1 3 31.docx
E C O N F O C U S | T H I R D Q U A R T E R | 2 0 1 3 31
O
ne of the great success stories of American retail-
ing, Circuit City got its start in 1949 as a tiny
storefront in Richmond, Va. From that modest
beginning, founder Sam Wurtzel quickly built the company
into a national chain, and his son Alan turned it
into a household name. By 2000, Circuit City employed
more than 60,000 people at 616 locations across the
United States.
Circuit City is also one of American retailing’s great fail-
ures. In November 2008, the 59 -year-old company filed for
bankruptcy. Within months, it closed its stores and liquidat-
ed more than $1 billion worth of merchandise, and on March
8, 2009, the last Circuit City store turned off its lights for
good. Today there are few reminders of the groundbreaking
retailer; the company’s 700,000-square-foot headquarters
complex outside Richmond is filling up with new tenants,
and the empty stores have been taken over by new retailers.
In part, Circuit City was just one of the many victims of
the financial crisis and recession, which also brought down
other large national retailers such as Linens ’n Things and
The Sharper Image. And businesses fail even during the
best of economic times, as part of the natural process of
“creative destruction” that is the engine of capitalism. But at
business schools across the country, Circuit City’s story is
taught as an example of what can happen when success
breeds complacency.
From Tire Store to Fortune 500
In 1949, New Yorker and serial entrepreneur Sam Wurtzel
was having his hair cut in Richmond on his way to a family
vacation in North Carolina. The barber mentioned that the
first television station in the South had opened in Richmond
less than a year earlier. Wurtzel, fresh from a failed import-
export business, thought this new entertainment device
might be his next opportunity.
The first experimental television stations began operat-
ing in the early 1940s, and commercial broadcasting began
after World War II. Few households owned sets at the time
of Wurtzel’s barbershop visit, but the medium was growing
rapidly: The number of TV stations in the United States
nearly tripled in 1949, from 27 to 76. Through a friend,
Wurtzel knew someone at Olympic Television, a small
manufacturer in Long Island City; through relatives, he had
connections to bankers and businesspeople in Richmond.
Within a month, Wurtzel had moved his family from New
York to Virginia and was selling televisions out of the front
half of a tire store on Broad Street, a few blocks west of
downtown Richmond.
Wurtzel thought his last name might be hard for people
to pronounce, so he named his store Wards, an acronym for
his family’s names: W for Wurtzel, A for his son Alan, R for
his wife, Ruth, D for his son David, and S for Sam. Rather
than try to compete directly with the big department stores,
he catered to lower-income consumers by offering install-
ment payment plans. He also developed a unique s.
E B B 3 5 9 – E B B S P o r t f o l i o V C o u r.docx
E B B 3 5 9 – E B B S P o r t f o l i o V
C o u r s e P r o j e c t T e m p l a t e - O n l i n e
2018
2
The Distribution & Marketing Plan Template
Using this Template (attached below), provide your ideas and research for the distribution
strategies you will recommend for the logistical movement and delivery of the product to
targeted users in a niche market. You should research similar products to determine what
other self-distributors are doing to deliver their product to a niche market.
The template is just a guide for organizing your paper with headings and sub-
headings. Retype and duplicate the headings and sub-headings. Everything else is your
original content.
Do not include any of the instructor’s comments in blue in the Template when submitting
this assignment. Reproduction of anything other than the headings and sub-headings
from the template will cause a deduction in points for your assignment.
Use the Budget portion of the template to organize your distribution and marketing
expenses. List each item you plan to spend money on, the frequency with which you will
use it, and the cost for your company’s first year.
All of the tools and tactics found in the written section of the plan must match the dollars
that are allocated to them in the Budget Worksheet.
Do not include any costs in the budget that are not directly related to specific distributing
(selling) and marketing (building awareness) strategies proposed for the product.
Costs should be realistic for what you are trying to accomplish. Remember you are
working with a micro budget of $1500 for the entirety of the one-year plan. So, for example,
World Tours and World Premieres are out. This budget will barely afford more than a local
venue or two to showcase your product.
The best way to tackle the Sales Projections and Budget is to create them in Excel, using
formulas in Excel, and then copy and paste the spreadsheet into your Word document
based on the sample provided.
It should take you a few seconds to set up these spreadsheets and type in the column
headings from the template. All of the line items are custom to your project and should be
revised by you to fit your project.
10/19/18 3
Course Project – Outline Template
(Be sure to start with Title Page to include Project Title, Your Name, Course Name, and Date
in proper APA format)
I. Executive Summary
The Company:
Establish in a sentence or two your experience and goals of the company.
The Project:
Explain your project through a premise statement (Artist’s Story or USP or Logline, depending
on your media) along with ways to relate potential success to the investor through similar
successful projects or its appeal to your Target Market.
Sales Projections / Return on Investment:
Summarize how their one-year investment of the agreed upon amount based on your Client
Interview with them will see the project.
e activityhttpsblackboard.strayer.edubbcswebdavinstitutionBU.docx
e activity
https://blackboard.strayer.edu/bbcswebdav/institution/BUS/520/1134/Self-Assessments/Assessment%2014-%20Machiavellianism.pdf
Use the Internet to locate recent (within five years) news of a company whose ethical behavior has led to public corruption and investigation.
1-2 paragraph.
.
Dynamics of Human Service Program ManagementIndividuals who .docx
Dynamics of Human Service Program Management
Individuals who enter into a human service area of practice often start from an altruistic perspective and a desire to help a particular population. Getting into the field and discovering value incongruence and the high level of bureaucratic demands—regardless of whether the organization is a government, nonprofit, or for-profit human service organization—can result in disillusionment or departure from the field.
In your initial post, suggest ways a human service program leader can manage the competing demands of bureaucratic standards. What actions can leaders or managers take to help service delivery personnel retain motivation and job satisfaction?
.
Dynamic Postural Assessment Name _____________________.docx
Dynamic Postural Assessment
Name ________________________________________ Date __________
Overhead Squat
View
Kinetic Chain
Checkpoint
Observation Notes
Anterior
Foot / Ankle Feet turn out? Left Right
Knee
Knees move:
In? Out?
Left Right
Lateral
LPHC
Excessive forward lean?
Low back arches?
Shoulder Arms fall forward?
Single-Leg Squat
View
Kinetic Chain
Checkpoint
Observation Notes
Anterior Knee
Knees move:
In? Out?
Left Right
Pushing / Pulling
View
Kinetic Chain
Checkpoint
Observation Notes
Lateral
LPHC Low back arches? Push Pull
Shoulder Shoulders elevate? Push Pull
Head / Neck Head moves forward? Push Pull
To determine which muscles are overactive or underactive, compare your observations to the
downloadable Postural Assessment
Solution
s chart that accompanies this assessment template.
Overactive Muscles
_____________________________________________________________________________________
Underactive Muscles
_____________________________________________________________________________________
National Council of Teachers of English is collaborating with JSTOR to digitize, preserve and extend access to College
Composition and Communication.
http://www.jstor.org
The Rhetoric of the Open Hand and the Rhetoric of the Closed Fist
Author(s): Edward P. J. Corbett
Source: College Composition and Communication, Vol. 20, No. 5 (Dec., 1969), pp. 288-296
Published by: National Council of Teachers of English
Stable URL: http://www.jstor.org/stable/355032
Accessed: 11-12-2015 00:54 UTC
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at http://www.jstor.org/page/
info/about/policies/terms.jsp
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content
in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship.
For more information about JSTOR, please contact [email protected]
This content downloaded from 130.253.4.14 on Fri, 11 Dec 2015 00:54:16 UTC
All use subject to JSTOR Terms and Conditions
http://www.jstor.org
http://www.jstor.org/action/showPublisher?publisherCode=ncte
http://www.jstor.org/stable/355032
http://www.jstor.org/page/info/about/policies/terms.jsp
http://www.jstor.org/page/info/about/policies/terms.jsp
http://www.jstor.org/page/info/about/policies/terms.jsp
The kRh oric of the Open -land and the Rhtoric
of the Closed Ti§t
EDWARD P. J. CORBETT
THE FAVORITE METAPHORS USED during
the Renaissance in referring to logic
and rhetoric were Zeno's analogies of
the closed fist and the open hand. The
closed fist symbolized the tight, spare,
compressed discourse of the philosopher;
the open hand symbolized the relaxed,
expansive, ingratiating discourse of the
orator. When, sometime after the ap-
pearance of Descartes's Discou.
Dylan (age 45, Caucasian) is a heroin addict who has been in and o.docx
Dylan
(age 45, Caucasian) is a heroin addict who has been in and out of rehab facilities and prison since he was 17; he has a 1 year old daughter with a women he dated for a few months, but he is not allowed contact due to his unreliable behavior and constant drug use. He dropped out of high school when he was 17, after the first failed attempt at in-patient treatment. Dylan engages in other drug use – prescription pills, marijuana, and cocaine – but prefers heroin and other opioid-based drugs. Dylan has a twin brother, Daniel (age 45, Caucasian) who is a happily married father of three and owns his own graphic design firm. The parents, Harriet and William (ages 70 and 72, Caucasian) both report being invested and supportive of both of their sons’ interests (i.e. football, photography) during childhood and adolescence as Harriet was a stay-at-home mother and William emphasized family by working a lot from home during the boys’ childhood. They grew-up in a middle class suburb with the Neighborhood Watch and regular neighborhood gatherings. Harriet reports that Dylan struggled with change and seemed anxious with any new situation, whereas Daniel was very adaptable and rolled with any situation.
Rubric
.
Dustin,A case study is defined by Saunders, Lewis, and Thornhi.docx
Dustin,
A case study is defined by Saunders, Lewis, and Thornhill (2015), as when a researcher collects in the field observations and documentation of information from multiple sources to study a current event. The phenological design is referenced by Saunders et al. (2015), as the respondent’s explanation and remembrance of the activities and involvements being studied. These are quite diverse in being unbiased and factual.
There are other distinctions, such as time and costs associated with each one. The case study requires one person from 1 company, the multiple case study requires at least three companies with at least two persons, and the phenological design requires at least 20 persons. The amount of time commitment to speak to 20 people for 1 hour, is more significant than the amount of time needed to speaks to fewer persons being interviewed or surveyed as part of the study. This time obligation will also transect the financial aspect of the need for additional funding for the research, if more time is needed, then transversely proportional is the monetary aspect (Walden, 2019).
Benefits of Using a Case Study for DBA Doctoral Research
The benefits of using a case study for doctoral research is the cost savings and time required to complete or accomplish the study (Saunders et al., 2015; Yin, 2018). The case study is still a factual designed, based on developing true aspects, but is less problematic than the phenological design.
References
Saunders, M. N. K., Lewis, P., & Thornhill, A. (2015). Research methods for business students (7th ed.). Essex, England: Pearson Education Unlimited.
Walden University. (2019). DBA doctoral study rubric and research handbook. Available from http://academicguides.waldenu.edu/researchcenter/osra/dba
Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). Thousand Oaks, CA: Sage.
Marshall
To begin a discussion about case study design and phenomenological research design it is important to define qualitative data. Sanders, Lewis and Thornhill (2015) define qualitative data as data that can be characterized by the richness and fullness of information that is used to explore a subject in a real setting where the researcher derives meaning from images and words, not numbers and data. The quality of qualitative research is defined by the interaction between the data collection process, such as a case study, and the analysis used to explore the meanings of the data (Sanders et al., 2015).
When determining the type of qualitative research that the researcher will conduct it is important to determine the method of collection and how it will be used to analyze the empirical evidence. Yin (2018) proposes that multiple research method can be used for exploratory, descriptive and explanatory studies if properly applied to the research topic. However, there is often one methodology that is more appropriate to address the research q.
DWPM 71713 1 543707.1 MEMBERSHIP A.docx
DWPM
7/17/13
1
543707.1
MEMBERSHIP AGREEMENT
This Membership Agreement (the “Agreement”) is made between 180 Fitness, Inc. (the
“Club”), a Massachusetts Corporation, and the undersigned member (the “Member”). This
Agreement is made because Member wishes to receive and the Club wishes to provide personal
training services in the form of Training Sessions, defined herein, and health club services at the
Club’s facility, which facility is located at [ADDRESS] (the “Facility” or “Facilities”).
In this Agreement, the terms “you” and “your” refer to the Member. A “Training Session” is a
time period in which a personal trainer provides instruction to a Member based on a tailored
exercise program, which is designed for that Member and takes into account that Member’s
fitness objectives, level, and experience. A Training Session may include exercise counseling,
instruction in the proper use of equipment and technique, and dietary suggestions.
I. BASIC MEMBERSHIP INFORMATION
1. Contact Information
2. Membership, Term, and Payment.
a. Membership. Your Membership entitles you to use the Facility until your
Membership Expiration Date, below, and is created when you execute this Agreement, including
fulfilling all Membership Qualifications according to Article II, below, and pay your Fee,
defined below.
b. Fee. Your Fee includes your initial fee (“Initial Fee”), and a fee based on the length
of your membership (“Membership Fee”). Your Initial Fee is due upon execution of this
Agreement. Your Membership Fee may be paid in one (1) lump sum, or in equal monthly
installments.
$ ___________ + $ ____________ = $ ________________
Initial fee Membership Fee TOTAL DUE (Fee)
You opt to pay the Membership Fee in one lump sum (___) equal monthly installments.
Name:
___________________________________
Phone:
______________________________
Address:
_________________________________
Email:
_______________________________
_________________________________________
Date
of
Birth:
_________________________
EMERGENCY
CONTACT:
_________________________________/_________________________/______________________________
Name
Relationship
Phone
Number(s)
DWPM
7/17/13
2
543707.1
circle one
If you decide to pay in equal monthly installments, your payment is due on the first day of the
month.
Membership Start Date: ___/___/___ Membership Expiration Date: ___/___/___
[c. Billing Authorization – automatic withdrawals?]
[d. Membership Freeze. You may put your Membership on hold for any reason for one
.
DwightEvaluation Leadership style assessments certainl.docx
Dwight
Evaluation
Leadership style assessments certainly have a place within the organization. The effectiveness of a leadership style assessment will depend on what type of assessment and what the organizational needs are. Multi-source feedback assessments are supposed to give a 360 degree look at a leader and give the organization a valuable outcome in the evaluation of the leader (MacKie, 2015). Using multi-source feedback assessments can be extremely beneficial as long as the assessment is properly paired with the organizational goals and needs. Assessing a leader from multi perspectives is truly a holistic approach. But, organizations need to recognize that no leadership style assessment is not without its limitations.
Next, the behavior approach is one of four approaches to leadership. Three of which all have weaknesses; traits, skills, and behavior. But the fourth approach to leadership, the situational approach demonstrates the flexibility of a leader (Northouse2016, 2016). In today’s dynamic and complex business environment, flexible leaders bring the most value to an organization. The situational approach allows the leader to apply the other three approaches given the circumstances. As an Army leader I found this approach to be extremely effective while leading in combat and non-combat situations.
Explanation of Usefulness
Of equal importance is the usefulness leadership style assessments and the behavior approach have on an organization. Once an organization has clearly defined the goals and purpose of conducting an assessment, and then subsequently the correct assessment is used, the results will certainly help the organization. In this case, using an assessment to evaluate the benefits of a behavior approach to leadership will allow the organization to determine what needs to be done, how it needs to be done, and how fast it needs to be done (Saxena, 2014). Additionally, the behavior approach (if the relationship behavior is used), can give subordinates the motivation needed to achieve the desired outcome through a better understanding of themselves.
Explanation of Impact
The impact of leadership assessments on an individual can be positive or negative. Again, this directly correlates to the goals and expectations of the organization when the assessment is implemented. For the individual, it could potentially identify strengths and weaknesses. Thus, giving the individual the opportunity to grow and learn from the assessment. Simultaneously, the organization discovers how these strengths and weaknesses fit into the organization’s goals. Once they have identified where and how an individual nest into the organization, a holistic approach to achieving those goals can be developed (Northouse2016, 2016). In comparison, using a behavior approach assessment will yield valuable information about subordinates’ behavior patterns. Which equates to the organization knowing and understanding their employees. Understanding behavio.
Dwight Waldo is known for his work on the rise of the administrative.docx
Dwight Waldo is known for his work on the rise of the administrative state, which prompted scholars to consider whether a large bureaucracy actually fosters or limits democracy. What do you think? Do we need lots of government in order to have the strongest democracy or does “big” government interfere with our democratic ideals? cite 2 academic resources
.
Dwayne and Debbie Tamai Family of Emeryville, Ontario.Mr. Dw.docx
Dwayne and Debbie Tamai Family of Emeryville, Ontario.
Mr. Dwayne Tamai and Mrs. Debbie Tamai case of electronic harassment involved 15-year-old son, Billy, who took control of all of the electronic devices in the family's home, including the phone, and manipulated them to the distress of other family members for his own amusement. The incidents began in December 1996, when friends of the family complained that phone calls to the Tamai home were repeatedly being waylaid, cut off missed messages, strange clicking and appears like a minor with a disembodied voice, unnervingly distorted by computer, who interrupted calls to make himself known.
After burping repeatedly, the caller frightened Mr. and Mrs. Tamai, and stated that I know who you are, and I stole your voice mail. Mocking, sometimes menacing, the high-tech stalker became a constant presence, eavesdropping on family conversations, switching TV channels, and shutting off the electricity.
The police department confirmed that the sabotage was an inside activity but refrain from releasing the name the culprit. The police further stated that nothing would be gained by filing charges against the suspect. Mr. Dwayne and Mrs. Debbie Tamai asserted that their son, Billy, had admitted engaging in the mysterious calls. The interruptions included burps, blathering and claims having control over the inner workings of the Tamai’s custom-built home, and the power to turn individual appliances on and off via remote control.
It started off as a witticism with friends and got out of control to an extent that he didn't know how to end the entire operation, become afraid to come forward and tell the parents for the fear of us disowning him.
On Saturday, Mr., and Mrs. Tamai get organized and planned to take their son to the police department to defend him against persistent rumors on him. Instead, Mr., and Mrs. Tamai’s son confessed and labelled an intruder code-named, Sommy. Mr., and Mrs. Tamai eliminated all external sources and had confidence in interior sources. After 2-days, a team of investigators, intelligence and security experts loaded with high-tech equipment failed to locate Sommy. The next day, the team brought in two television networks to assist in the process.
In conclusion, the son, Billy not (Sommy) contacted the victims; (his biological parents), launched verbal threats in combination with the electronic harassment, in an effort to demonstrate his power and authority over them. The best option was, Mr., and Mrs. Tamai victims were not physically harmed, but terrified and greatly inconvenienced by the fact that the unknown force appeared to have control over a great many aspects of their lives, and the unknown force turned out to be their biological son, Billy.
Scenario:
1
Criminal motive is connected to emotional, psychological, and material need are often impel by means of behavior and independent of technology operation. These criminal tendencies are believed to champion the re.
DVWASetting up DAMN VULNERABLE WEB APPLICATIONSDam.docx
DVWA
Setting up DAMN VULNERABLE WEB APPLICATIONS
Damn Vulnerable Web Application
DVWA is a DAMM VULNERABLE WEB APP coded in PHP/MYSQL.
Security professionals, ethical hackers test their skills and run the tools in a legal environment using DVWA.
DVWA helps web developer better understand the processes of securing web applications and teacher/students to teach/learn web application security in a safe environment.
Installing Kali Linux
Kali Linux has been installed using the Image on Virtual Box and it is up as you can see the Desktop and Browser.
4
DVWA SETUP
I have downloaded DVWA file and using the instructions in the video. I have installed it.
Using the Ifconfig command we can get the Ip address of the DVWA VM
We can use the address and enter it into the browser of the Kali Linux which is up and running.
Once you enter the address , the home page of the DVMA is opened
Enter the User name as admin
Enter the Password as password
I have started exploring options such as SQL Injection.
Go to Setup ------> Create/ Reset Database
I have changed the DVWA Security from High to Low
DVWA Security changed to Low
We can enable PHPIDS, Simulate an attack and View IDS Log
References
Maurice Dawson.(2018,October 3). Setting Up Damn Vulnerable Applications [Video]. YouTube.
https://www.youtube.com/watch?v=LOTaLgY5i5I
DVWA
Setting up DAMN VULNERABLE WEB APPLICATIONS
Damn Vulnerable Web Application
DVWA is a DAMM VULNERABLE WEB APP coded in PHP/MYSQL.
Security professionals, ethical hackers test their skills and run the tools in a legal environment using DVWA.
DVWA helps web developer better understand the processes of securing web applications and teacher/students to teach/learn web application security in a safe environment.
Installing Kali Linux
Kali Linux has been installed using the Image on Virtual Box and it is up as you can see the Desktop and Browser.
4
DVWA SETUP
I have downloaded DVWA file and using the instructions in the video. I have installed it.
Using the Ifconfig command we can get the Ip address of the DVWA VM
We can use the address and enter it into the browser of the Kali Linux which is up and running.
Once you enter the address , the home page of the DVMA is opened
Enter the User name as admin
Enter the Password as password
I have started exploring options such as SQL Injection.
Go to Setup ------> Create/ Reset Database
I have changed the DVWA Security from High to Low
DVWA Security changed to Low
We can enable PHPIDS, Simulate an attack and View IDS Log
References
Maurice Dawson.(2018,October 3). Setting Up Damn Vulnerable Applications [Video]. YouTube.
https://www.youtube.com/watch?v=LOTaLgY5i5I
DVWA
Setting up DAMN VULNERABLE WEB APPLICATIONS
Damn Vulnerable Web Application
DVWA is a DAMM VULNERAB.
Dusk of DawnDiscussion questions1. Explain when we call fo.docx
Dusk of Dawn
Discussion questions
1. Explain: “when we call for education, we mean real education. We believe in work. We ourselves are workers, but work is not necessarily education. Education is the development of power and ideal. We want our children to be trained as intelligent human beings should be, and we will fight for all time against any proposal to educate black boys and girls simply as servants and underlings, or simply for the use of other people. They have a right to know, to think, to aspire” (p. 92).
2. Explain: “in the folds of this European civilization I was born and shall die, imprisoned, conditioned, depressed, exalted and inspired. Integrally a part of it and yet, much more significant, one of its rejected parts” (p. 3).
3. What does Du Bois mean by “slave heritage in mind and home” and “compulsory ignorance” (p. 5)?
4. Explain: “these matters seldom bothered me because they were not brought to my attention” (p. 18).
5. Explain: “wealth was God” (p. 26). Does this sound familiar?
6. Explain: “the economic order determined what the next generation should learn and know” (p. 27).
7. Du Bois discusses lynching (the standard Jim Crow era enforcement practice) on pp. 29, 55, 241, and 251. What was your reaction to these sections?
8. Explain: “I was pleasantly surprised when the white school superintendent, on whom I had made a business call, invited me to stay for dinner; and he would have been astonished if he had dreamed that I expected to eat at the table with him and not after he was through” (p. 31).
8. Jim Crow laws disenfranchised black citizens by three common practices—grandfather clause, poll tax, and literacy test. Do you think they might have affected election outcomes from the 1870s to 1965?
9. Why was the lynching of Sam Hose a turning point in Du Bois’ life (pp. 67-68)?
10. What do you think of the principles of the ‘Niagara Movement’ (pp. 88-89)? Do they seem radical to you?
11. Did you realize that the Southern States became more segregated (socially, culturally, and legally) after the Civil War? Step by step, decade by decade, state and local legislatures passed laws and ordinances to separate and distinguish ‘white’ and ‘colored’ in every single way imaginable—right up until the mid-1960s. Comment.
12. Du Bois suggests that if the U.S. does not follow its own ideals it might truly become “the land of the thief and the home of the slave” (which was how most countries in the world thought of—and, funny enough, still think of—the United States). Comment.
13. Du Bois recognizes that thoughts—the thoughts in our heads—are “expressions of social forces more than of our own minds. These forces or ideologies embrace more than our reasoned acts” (p. 96). Explain.
14. Explain: “that history may be epitomized in one word—Empire; the domination of white Europe over black Africa and yellow Asia, through political power built on the economic control of labor, income and ideas” (p. 96).
15. .
Durst et al. (2014) describe the burden that some Romani experience .docx
Durst et al. (2014) describe the burden that some Romani experience in not feeling adequately Roma for the Roma communities while also feeling stigmatized and discriminated against by the white Hungarian communities that they assimilate into. How do those different pressures compare? Do such contradictory and compounding pressures exist for any groups within American society?
.
DuringWeek 4, we will shift our attention to the legislative.docx
During
Week 4, we will shift our attention to the legislative history behind the Centers for Medicare & Medicaid Services and the challenges faced by the organization in carrying out its responsibilities. Additionally, we will focus on specific implementation activities, such as designing, rulemaking, operating, and evaluating.
Your Learning Objectives for the Week:
Apply and interpret the stages in the policy making process.
Critique the practical aspects of how one might influence the policy process through the political process.
.
DuringWeek 3, we will examine agenda setting in more depth w.docx
During
Week 3, we will examine agenda setting in more depth with an emphasis on interest group involvement and the role of chief executives in the agenda setting process. This discussion on policy formulation will give you some additional insight into the development of legislation.
Your Learning Objectives for the Week:
Apply and interpret the stages in the policy making process.
Critique the practical aspects of how one might influence the policy process through the political process.
.
During the course of this class you have learned that Latin Ameri.docx
During the course of this class you have learned that Latin America is a very diverse region in terms of race, ethnicity, culture, and geography. Explain the reasons of Latin America diversity. (10 points)
Women in Argentina created monumental movements asking for the whereabouts of their loved ones disappeared for political reasons starting in the 1970s. Explain the political reasons of these disappearances; the names given to these organizations; how these women banded together; their actions; why these movements are labeled as “gendering of human rights;” how they dressed; detail their accomplishments. (10 points).
women in Chile organized to find the whereabout of their loved ones. When did this happened? Why did people disappeared in Chile? Who are the Arpilleras?
El Salvador and Guatemala also experienced political violence. You are asked to provide an explanation of how women reacted to that political violence.
.
During WW II, the Polish resistance obtained the German encoding mac.docx
During WW II, the Polish resistance obtained the German encoding machine called
enigma
. The machine was brought to England. The British broke the code machine just before an attack on the British city of Coventry. Churchill, the Prime Minister, faced a dilemma - tell Coventry about the forth-coming attack and save those people but the Germans would know that the British broke the code. The Germans would change it and London could be attacked killing even more people. OR not tell Coventry and protect London and other places.
What would you advise Churchill to do?
Would you tell him to lie about whether he knew?
Why?
____________________________________________
Participants must create a thread in order to view other threads in this forum.
Three postings
are the required minimum.
1 main response: 250 words minimum for the post addressing the questions given for the week. Note that all students are required to return to their main thread and address questions asked or comments made by at least one other person on your main thread.
2 reply postings with 100 words minimum.
One of these reply postings must be asking a content related question on another student’s posting. Another reply post must include a content question on another student's main thread.
.
During Week 5, we studied social stratification and how it influence.docx
During Week 5, we studied social stratification and how it influences what goes on in many social interactions among people. After you have read the reading assignment and lecture for this week, please respond to all parts of the discussion by the due date assigned:
What are some of the factors that affect social mobility? Can these be overcome?
Do you believe the structural-functionalist or the social conflict approach best explains social stratification? Why?
How does the media reflect attitudes on gender as far as depicting women and men in very traditional roles? Provide two detailed examples that substantiate your points—these can be an advertisement, television show, website, or magazine.
When you think of various groups (race, class, and gender) in society, which ones have the most power and which ones have the least? Using Intersection Theory, identify two groups that have unequal amounts of power and resources, being specific and using the text and outside resources. For each group, has the power dynamic changed over time? Do you think it will change in the future? Why or why not?
Kendall, D. (2013).
Sociology in Our Times, 11th
. Independence, KY: Wadsworth Publishing. ISBN : 9781305503090
.
During this week you worked with the main concepts of Set Theory. Ch.docx
During this week you worked with the main concepts of Set Theory. Choose one newspaper, online journal, or library article that presents results of a survey, poll, or global information and identify the categories used to present the results. Do you think those categories are well defined? Present a different way to organize and categorize the results. How do you think rearranging categories would affect the communication of the article´s conclusions?
.
More from brownliecarmella (20)
E C O N F O C U S T H I R D Q U A R T E R 2 0 1 3 31.docx
E C O N F O C U S T H I R D Q U A R T E R 2 0 1 3 31.docx
E B B 3 5 9 – E B B S P o r t f o l i o V C o u r.docx
E B B 3 5 9 – E B B S P o r t f o l i o V C o u r.docx
e activityhttpsblackboard.strayer.edubbcswebdavinstitutionBU.docx
e activityhttpsblackboard.strayer.edubbcswebdavinstitutionBU.docx
Dynamics of Human Service Program ManagementIndividuals who .docx
Dynamics of Human Service Program ManagementIndividuals who .docx
Dynamic Postural Assessment Name _____________________.docx
Dynamic Postural Assessment Name _____________________.docx
Dylan (age 45, Caucasian) is a heroin addict who has been in and o.docx
Dylan (age 45, Caucasian) is a heroin addict who has been in and o.docx
Dustin,A case study is defined by Saunders, Lewis, and Thornhi.docx
Dustin,A case study is defined by Saunders, Lewis, and Thornhi.docx
DwightEvaluation Leadership style assessments certainl.docx
DwightEvaluation Leadership style assessments certainl.docx
Dwight Waldo is known for his work on the rise of the administrative.docx
Dwight Waldo is known for his work on the rise of the administrative.docx
Dwayne and Debbie Tamai Family of Emeryville, Ontario.Mr. Dw.docx
Dwayne and Debbie Tamai Family of Emeryville, Ontario.Mr. Dw.docx
DVWASetting up DAMN VULNERABLE WEB APPLICATIONSDam.docx
DVWASetting up DAMN VULNERABLE WEB APPLICATIONSDam.docx
Dusk of DawnDiscussion questions1. Explain when we call fo.docx
Dusk of DawnDiscussion questions1. Explain when we call fo.docx
Durst et al. (2014) describe the burden that some Romani experience .docx
Durst et al. (2014) describe the burden that some Romani experience .docx
DuringWeek 4, we will shift our attention to the legislative.docx
DuringWeek 4, we will shift our attention to the legislative.docx
DuringWeek 3, we will examine agenda setting in more depth w.docx
DuringWeek 3, we will examine agenda setting in more depth w.docx
During the course of this class you have learned that Latin Ameri.docx
During the course of this class you have learned that Latin Ameri.docx
During WW II, the Polish resistance obtained the German encoding mac.docx
During WW II, the Polish resistance obtained the German encoding mac.docx
During Week 5, we studied social stratification and how it influence.docx
During Week 5, we studied social stratification and how it influence.docx
During this week you worked with the main concepts of Set Theory. Ch.docx
During this week you worked with the main concepts of Set Theory. Ch.docx
Recently uploaded
Acetabularia Information For Class 9 .docx
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH ANSWERS.
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...Nguyen Thanh Tu Collection
https://app.box.com/s/hqnndn05v4q5a4k4jd597rkdbda0fniiJune 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The French Revolution Class 9 Study Material pdf free download
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Chapter -12, Antibiotics (One Page Notes).pdf
This is a notes for the D.Pharm students and related to the antibiotic drugs.
Supporting (UKRI) OA monographs at Salford.pptx
How libraries can support authors with open access requirements for UKRI funded books
Wednesday 22 May 2024, 14:00-15:00.
CACJapan - GROUP Presentation 1- Wk 4.pdf
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2024.06.01 Introducing a competency framework for languag learning materials ...
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Digital Artifact 2 - Investigating Pavilion Designs
Digital Artifact 2 - Pavilions
NGV Architecture Commission Competition
MPavilion Commission Competition
Other Pavilion Designs
"Protectable subject matters, Protection in biotechnology, Protection of othe...
Protectable subject matters, Protection in biotechnology, Protection of other biological materials, Ownership and period of protection
special B.ed 2nd year old paper_20240531.pdf
Instagram:-
https://instagram.com/special_education_needs_01?igshid=YmMyMTA2M2Y=
WhatsApp:-
https://chat.whatsapp.com/JVakNIYlSV94x7bwunO3Dc
YouTube:-
https://youtube.com/@special_education_needs
Teligram :- https://t.me/special_education_needs
Slide Shere :-
https://www.slideshare.net/shabnambano20?utm_campaign=profiletracking&utm_medium=sssite&utm_source=ssslideview
Thesis Statement for students diagnonsed withADHD.ppt
Presentation required for the master in Education.
Overview on Edible Vaccine: Pros & Cons with Mechanism
This ppt include the description of the edible vaccine i.e. a new concept over the traditional vaccine administered by injection.
Recently uploaded (20)
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
The French Revolution Class 9 Study Material pdf free download
The French Revolution Class 9 Study Material pdf free download
2024.06.01 Introducing a competency framework for languag learning materials ...
2024.06.01 Introducing a competency framework for languag learning materials ...
Multithreading_in_C++ - std::thread, race condition
Multithreading_in_C++ - std::thread, race condition
Digital Artifact 2 - Investigating Pavilion Designs
Digital Artifact 2 - Investigating Pavilion Designs
"Protectable subject matters, Protection in biotechnology, Protection of othe...
"Protectable subject matters, Protection in biotechnology, Protection of othe...
Thesis Statement for students diagnonsed withADHD.ppt
Thesis Statement for students diagnonsed withADHD.ppt
Overview on Edible Vaccine: Pros & Cons with Mechanism
Overview on Edible Vaccine: Pros & Cons with Mechanism
Community Preparedness and Response Due Date Feb 08, 2017.docx
- 1. Community Preparedness and Response Due Date: Feb 08, 2017 Details: Efforts to protect individual and community safety during emergencies include considerable collaboration between government officials, first responders, and various public and private agencies. One of the primary objectives of all emergency management planning is to protect public health. Public health officials must work alongside emergency managers to protect people and communities. Likewise, municipal and public safety officials must contribute their efforts to ensure the swift repair of critical infrastructure and utilities, which are necessary to protect the health and well- being of communities. For the Community Preparedness and Response section of your AAR (3-4 pages), research information related to the cooperation of the public health, public safety, and/or municipal officials during your selected emergency crisis. In this section of your report, discuss the following: Discuss the major strengths of the collaboration efforts between emergency responders and public health, public safety, and municipal officials to promote effective response and recovery during the incident. Discuss the primary weaknesses of the collaboration between emergency responders and public health, public safety, and municipal officials. How did ineffective collaboration hinder efforts to protect public health and/or restore community functioning? Provide short- and long-term recommendations for improving the collaboration between public health, public safety, and municipal officials in emergency or disaster management. Prepare this assignment according to the APA guidelines found
- 2. in the APA Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment. You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center. EMM-605.M4Rubric.docx