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ERM 1200 Introduction to Emergency ManagementModule 1 Chapter

The document outlines the ERM 1200 Introduction to Emergency Management course, highlighting its objectives, content structure, and preparation tips for students. It covers the history, current practices, and various sectors involved in emergency management, including federal, state, local, private, and voluntary organizations. Key focus areas include the formation of FEMA, the National Incident Management System, and the roles of different entities in disaster management.

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ERM 1200 Introduction to Emergency Management Module 1: Chapters 1, 3, and 4 Course Description ERM 1200 Introduction to Emergency Management provides an overview of the history and current status of the emergency management discipline. Topics include an introduction to areas of emergency management responsibility including risk assessment, mitigation, preparedness, communications, response and recovery. 1 DIAGRAM OF MAJOR COURSE CONCEPTS* *United States Federal Emergency Information Manageme nt (2015). National preparedness cycle. Retrieved on March 30, 2015 from http://www.fema.gov/national-preparedness-cycle. Diagram of Major Course Concepts United States Federal Emergency Information Management (2015). National preparedness cycle. Retrieved on March 30, 2015 from http://www.fema.gov/national-preparedness-cycle. 2 How to prepare Tips for preparing for the material in this module
Read the chapters before listening to the lecture. This course relies heavily on content from the federal emergency management agency emergency management institute and the community emergency response team in your area. Go to the federal emergency management agency website and register as a student in independent studies. You will then receive a student identification number, which will be important. If you cannot obtain a student ID, inform your instructor. You will need a student identification number in order to take the final exam for this course. Link: http://www.Training.Fema.Gov/is/courseoverview.Aspx?Code=i s-230.D Read the FEMA course “IS-230.D: Fundamentals of Emergency Management” overview. How to Prepare Tips for preparing for the material in this module Read the chapters before listening to the lecture. This course relies heavily on content from the federal emergency management agency emergency management institute and the community emergency response team in your area. Go to the federal emergency management agency website and register as a student in independent studies. You will then receive a student identification number, which will be important. If you cannot obtain a student ID, inform your instructor. You will need a student identification number in order to take the final exam for this course. Link: http://www.Training.Fema.Gov/is/courseover view.Aspx?Code=i s-230.D Read the FEMA course “IS-230.D: Fundamentals of Emergency Management” overview.
3 Module 1 At A Glance: Chapters 1, 3, 4 Chapter 1: History and current status of emergency management Chapter 3: Research methods and practice of emergency management Chapter 4: Current, new, and emerging hazards and disasters Module 1 At A Glance Chapter 1: History and current status of emergency management Chapter 3: Research methods and practice of emergency management Chapter 4: Current, new, and emerging hazards and disasters 4 Chapter 1 Learning Objectives: Define emergency management Describe the development of emergency management in the united states. Recognize the role of the private sector in disasters. Discern the role of the public sector in disasters. Understand the role of volunteer organizations in disasters. Be familiar with the fundamental elements of international disaster relief. Chapter 1 Learning Objectives Define emergency management Describe the development of emergency management in the united states. Recognize the role of the private sector in disasters.
Discern the role of the public sector in disasters. Understand the role of volunteer organizations in disasters. Be familiar with the fundamental elements of international disaster relief. 5 Emergency Management Defined “Emergency Management is the discipline and profession of applying science, technology, planning, and management to the extreme events that can injure or kill large numbers of people, do extensive property damage, and disrupt community life” (FEMA, 2003). Emergency Management Defined “Emergency Management is the discipline and profession of applying science, technology, planning, and management to the extreme events that can injure or kill large numbers of people, do extensive property damage, and disrupt community life” (FEMA, 2003). 6 Profession of Emergency Management Was Noah the first emergency manager? Profession did not exist fifty years ago Since cold war, has developed and grown Full fledged profession today in: Public sector Private sector
Volunteer sector International sector Profession of Emergency Management Was Noah the first emergency manager? Profession did not exist fifty years ago Since cold war, has developed and grown Full fledged profession today in: Public sector Private sector Volunteer sector International sector 7 Dual Tracks to Emergency Management Civil defense: Originated during the cold war Prepare for nuclear war against the USSR Most CD directors held part time posts Natural and technological disasters: Disaster relief act of 1950 Federal government started centralizing aid Established disaster declaration process Dual Tracks to Emergency Management Civil defense:
Originated during the cold war Prepare for nuclear war against the USSR Most CD directors held part time posts Natural and technological disasters: Disaster relief act of 1950 Federal government started centralizing aid Established disaster declaration process 8 Origins of FEMA President Carter recognized the need to centralize the nation’s emergency management efforts Centralize civil defense with natural and technological programs and agencies 1978 President Carter formed FEMA through reorganization plan #3 FEMA started in 1979 Origins of FEMA President Carter recognized the need to centralize the nation’s emergency management efforts Centralize civil defense with natural and technological programs and agencies 1978 President Carter formed FEMA through reorganization plan #3 FEMA started in 1979
9 Programs and Agencies Becoming Part of FEMA National Incident Management System (NIMS) Incident Command System (ICS) Federal Insurance Administration (Department of Housing and Urban Development) National Fire Prevention And Control Administration (Department of Commerce) Federal Broadcast System (Executive Office of the President) Defense Civil Preparedness Agency (Department of Defense) Federal Disaster Assistance Administration (Department of Housing and Urban Development) Programs and Agencies Becoming Part of FEMA National Incident Management System (NIMS) Incident Command System (ICS) Federal Insurance Administration (Department of Housing and Urban Development) National Fire Prevention And Control Administration (Department of Commerce) Federal Broadcast System (Executive Office of the President) Defense Civil Preparedness Agency (Department of Defense) Federal Disaster Assistance Administration (Department of Housing and Urban Development) 10 Programs and Agencies becoming Part of FEMA
Federal Preparedness Agency (General Services Administration) National Weather Service Community Preparedness Program (Department of Commerce) Earthquake Hazard Reduction Office (Executive Office of The President) Dam Safety Coordination Program (Executive Office of The President) Federal Response to Consequences of Terroristic Incidents (No Previous Assigned Agency) Coordination of Emergency Warning (No Previous Assigned Agency) Programs and Agencies Becoming Part of FEMA Federal Preparedness Agency (General Services Administration) National Weather Service Community Preparedness Program (Department of Commerce) Earthquake Hazard Reduction Office (Executive Office of The President) Dam Safety Coordination Program (Executive Office of The President) Federal Response to Consequences of Terroristic Incidents (No Previous Assigned Agency) Coordination of Emergency Warning (No Previous Assigned Agency) 11 National Incident Management System (NIMS) What ? . . . NIMS provides a consistent nationwide template . . .
Who? . . . To enable federal, state, tribal, and local governments, the private sector, and nongovernmental organizations to work together . . . How? . . . To prepare for, prevent, respond to, recover from, and mitigate the effects of incidents regardless of cause, size, location, or complexity . . . Why? . . . In order to reduce the loss of life and property, and harm to the environment. National Incident Management System (NIMS) What ? . . . NIMS provides a consistent nationwide template . . . Who? . . . To enable federal, state, tribal, and local governments, the private sector, and nongovernmental organizations to work together . . . How? . . . To prepare for, prevent, respond to, recover from, and mitigate the effects of incidents regardless of cause, size, location, or complexity . . . Why? . . . In order to reduce the loss of life and property, and harm to the environment. 12 NIMS Components and ICS NIMS Components and ICS Preparedness Communications and information management Resource management Command and management
Ongoing management and maintenance 13 Some Key Events in FEMA’s History up to 2001 1989 Hurricane Hugo and Loma Prieta earthquake (issue of catastrophic event) 1992 Hurricane Andrew (use of FRP) 1993 James Lee Witt named FEMA director first emergency manager to hold post: First emergency manager to hold post Focus on mitigation Became well respected federal agency 14 Some Key Events in FEMA’s History Up to 2001 1989 Hurricane Hugo and Loma Prieta earthquake (issue of catastrophic event) 1992 Hurricane Andrew (use of FRP) 1993 James Lee Witt named FEMA director first emergency manager to hold post: First emergency manager to hold post Focus on mitigation Became well respected federal agency 14 Terrorism and Changes to FEMA September 11, 2001: Terrorist attacks 2003 creation of Department of Homeland Security (DHS): FEMA becomes part of DHS
2005 Hurricane Katrina: Poor federal response Exposed too much focus on terrorism 2009 – Craig Fugate named FEMA director Terrorism and Changes to FEMA September 11, 2001: Terrorist attacks 2003 creation of Department of Homeland Security (DHS): FEMA becomes part of DHS 2005 Hurricane Katrina: Poor federal response Exposed too much focus on terrorism 2009 – Craig Fugate named FEMA director 15 Components of The Department of Homeland Security (DHS) Key tasks of DHS: Border and transportation security Emergency preparedness and response FEMA is an agency under the Dept. of Homeland Security since 2003 Chemical, biological, radiological and nuclear countermeasures Information analysis and infrastructure protection Constructed from 22 different federal departments and agencies
Components of the Department of Homeland Security (DHS) Key tasks of DHS: Border and transportation security Emergency preparedness and response FEMA is an agency under the Dept. of Homeland Security since 2003 Chemical, biological, radiological and nuclear countermeasures Information analysis and infrastructure protection Constructed from 22 different federal departments and agencies 16 Other Public Sector Involvement in Emergency Management Native American tribes: Report direct to federal government Have their own public safety departments Over 564 federally recognized tribes Consideration of cultural issues Historical preservation Recognition of sacred lands Other Public Sector Involvement in Emergency Management Native American tribes: Report direct to federal government Have their own public safety departments Over 564 federally recognized tribes Consideration of cultural issues Historical preservation Recognition of sacred lands
17 Other Public Sector Involvement in Emergency Management Local and state government: Emergency support services must coordination with the federal government Must avoid “stove piping” Other federal government examples: Take leads for emergency support functions as part of the national response framework U.S. Army Corps of Engineers Environmental Protection Agency Center for Disease Control Other Public Sector Involvement in Emergency Management Local and state government: Emergency support services must coordination with the federal government Must avoid “stove piping” Other federal government examples: Take leads for emergency support functions as part of the national response framework U.S. Army Corps of Engineers Environmental Protection Agency Center for Disease Control 18
Private Sector Involvement Need to protect businesses and employees FEMA’s (2010) guidance: Companies have a moral duty to protect their employees, area and environment Companies need to follow existing local, state and federal laws related to safety Companies can return to business much more quickly, which not only helps the business, but the community and regions Companies diminish their chance of being sued Companies obtain a positive image from good disaster and crisis planning Companies often have their insurance costs reduced Private Sector Involvement Need to protect businesses and employees FEMA’s (2010) guidance: Companies have a moral duty to protect their employees, area and environment Companies need to follow existing local, state and federal laws related to safety Companies can return to business much more quickly, which not only helps the business, but the community and regions Companies diminish their chance of being sued Companies obtain a positive image from good disaster and crisis planning Companies often have their insurance costs reduced 19
Voluntary Sector Involvement Focus on “people needs” Play key roles during response: Victims and responders aid E.G., Feeding, sheltering Play key roles during recovery Focus on victims: E.G., Assist to repair or rebuild homes National Voluntary Organizations Active in Disasters (NVOAD) created in 1969 Today coordinates over 50 voluntary organizations Voluntary Sector Involvement Focus on “people needs” Play key roles during response: Victims and responders aid E.G., Feeding, sheltering Play key roles during recovery Focus on victims: E.G., Assist to repair or rebuild homes National Voluntary Organizations Active in Disasters (NVOAD) created in 1969 Today coordinates over 50 voluntary organizations 20 Examples of Voluntary Organizations Acts World Relief (Foundation Of Hope)
Adventist Community Services American Baptist Men American Radio Relay League, Inc. American Red Cross Billy Graham Rapid Response Team Brethren Disaster Ministries Buddhist Tzu Chi Foundation Catholic Charities USA Church World Service Episcopal Relief and Development Feeding America Habitat for Humanity International Operation Hope Human Society of the United States The Jewish Federations of North America Latter-day Saint Charities Lutheran Disaster Response Mennonite Disaster Service Examples of Voluntary Organizations Acts World Relief (Foundation Of Hope) Adventist Community Services American Baptist Men American Radio Relay League, Inc. American Red Cross Billy Graham Rapid Response Team Brethren Disaster Ministries Buddhist Tzu Chi Foundation Catholic Charities USA Church World Service Episcopal Relief and Development Feeding America
Habitat for Humanity International Operation Hope Human Society of the United States The Jewish Federations of North America Latter-day Saint Charities Lutheran Disaster Response Mennonite Disaster Service 21 Examples of Voluntary Organizations National Association Of Jewish Chaplains National Baptist Convention USA National Organization For Victim Assistance Nazarene Disaster Response Noah’s Wish Presbyterian Disaster Assistance Southern Baptist Convention The Salvation Army United Church Of Christ United Methodist Committee On Relief United Way Worldwide World Vision Community Emergency Response Team (CERT) Examples of Voluntary Organizations National Association Of Jewish Chaplains
National Baptist Convention USA National Organization For Victim Assistance Nazarene Disaster Response Noah’s Wish Presbyterian Disaster Assistance Southern Baptist Convention The Salvation Army United Church Of Christ United Methodist Committee On Relief United Way Worldwide World Vision Community Emergency Response Team (CERT) 22 International Humanitarian Sector Poor nations need outside help Non governmental organizations (NGO’s) play key role Additional types of hazards for poor nations Drought Famine (Civil) war International Humanitarian Sector Poor nations need outside help Non governmental organizations (NGO’s) play key role Additional types of hazards for poor nations Drought
Famine (Civil) war 23 Student interactivity exercises In a one page paper in essay format using APA 6th Edition format answer the following questions from Chapter 1: 1) What are the main origins and roots of emergency management? 2) Why did President Jimmy Carter establish FEMA? What were the reasons it was established? 3) What are some of the major successes and failures of FEMA since 1979? What factors led to these successes or failures? Your exercises for this module should be submitted in one document and should be grammatically correct, with the correct spelling using the APA 6th Edition format. Each exercise should be a separate page in your document; all work will be submitted in one file. When you complete one exercise, start the next exercise on the next page. You also need to have a cover sheet and references page using APA 6th Edition format; the body of the paper needs to be in APA 6th Edition format as well. Student Interactivity Exercises In a one page paper in essay format using APA 6th Edition format answer the following questions from Chapter 1: What are the main origins and roots of emergency management? Why did President Jimmy Carter establish FEMA? What were
the reasons it was established? What are some of the major successes and failures of FEMA since 1979? What factors led to these successes or failures? Your exercises for this module should be submitted in one document and should be grammatically correct, with the correct spelling using the APA 6th Edition format. Each exercise should be a separate page in your document; all work will be submitted in one file. When you complete one exercise, start the next exercise on the next page. You also need to have a cover sheet and references page using APA 6th Edition format; the body of the paper needs to be in APA 6th Edition format as well. 24 Student interactivity exercises FEMA Computer Based Training: Lesson 1- Emergency Management Overview Once you have completed a lesson, you are required to take a screenshot of the “lessons list” and paste it onto the fi nal pages of your Student Interactivity Exercises following the references page (if used). You must paste the screenshot at the end of the Student Interactivity Exercises as proof that the lesson has been completed. There should be a checkmark next to the completed lesson. Failure to do so will result in the loss of the points associated with the FEMA Training. Student Interactivity Exercises FEMA Computer Based Training: Lesson 1- Emergency Management Overview Once you have completed a lesson, you are required to take a screenshot of the “lessons list” and paste it onto the final pages of your Student Interactivity Exercises following the references page (if used). You must paste the screenshot at the end of the
Student Interactivity Exercises as proof that the lesson has been completed. There should be a checkmark next to the completed lesson. Failure to do so will result in the loss of the points associated with the FEMA Training. 25 Module 1 At A Glance: Chapters 1, 3, 4 Chapter 1: History and current status of emergency management Chapter 3: Research methods and practice of emergency management Chapter 4: Current, new, and emerging hazards and disasters Module At A Glance Chapter 1: History and current status of emergency management Chapter 3: Research methods and practice of emergency management Chapter 4: Current, new, and emerging hazards and disasters 26 Chapter 3 Learning Objectives: Discuss the relevance of disaster research to the practice of emergency management and the benefits of having a basic understanding of research methods and findings. Outline the historical origins of disaster research and identify some of the key research centers active in the field today. Understand the value of studying disasters from a multidisciplinary perspective and provide examples of contributions made by researchers in various fields.
Explain the various methods used to gather data on disasters and provide examples of how they have been used to study the four phases of disaster. Describe ethical guidelines for studying human subjects and identify challenges involved in conducting disaster research. Chapter 3 Learning Objectives Discuss the relevance of disaster research to the practice of emergency management and the benefits of having a basic understanding of research methods and findings. Outline the historical origins of disaster research and identify some of the key research centers active in the field today. Understand the value of studying disasters from a multidisciplinary perspective and provide examples of contributions made by researchers in various fields. Explain the various methods used to gather data on disasters and provide examples of how they have been used to study the four phases of disaster. Describe ethical guidelines for studying human subjects and identify challenges involved in conducting disaster research. 27 Key Points It is important to have a knowledge-based understanding of disasters to be a more effective emergency manager. Multiple scientific disciplines have contributed to our understanding of disasters. We study disasters in order to both improve our theories and to improve our ability to manage disasters—that is, disaster research has both theoretical and applied goals. There are numerous methodological tools we can use to study
disasters. Key Points It is important to have a knowledge-based understanding of disasters to be a more effective emergency manager. Multiple scientific disciplines have contributed to our understanding of disasters. We study disasters in order to both improve our theories and to improve our ability to manage disasters—that is, disaster research has both theoretical and applied goals. There are numerous methodological tools we can use to study disasters. 28 Benefits of Understanding Research Acquire transferable skills that are applicable to various job settings. Develop a knowledge-based view of disaster behavior that will make you a more effective emergency manager. Identify “lessons learned” that will improve your abil ity to manage future disasters. Sources of knowledge for emergency managers Formal education Field experience Disaster research involves systematic observations, based on empirical evidence, researchers collect perishable information Benefits of Understanding Research
Acquire transferable skills that are applicable to various job settings. Develop a knowledge-based view of disaster behavior that will make you a more effective emergency manager. Identify “lessons learned” that will improve your ability to manage future disasters. Sources of knowledge for emergency managers Formal education Field experience Disaster research involves systematic observations, based on empirical evidence, researchers collect perishable information 29 A Brief History of Disaster Research Military influences After WWII the U.S. Military funded social scientists to study disasters as a proxy for how communities might be impacted by a nuclear attack. Early disaster studies University of Chicago’s national opinion research center (and others) Focused largely on disaster victims. Found that society is resilient. Establishment of the Disaster Research Center At The Ohio State University (1963) and later moved to the University of Delaware (1985) Focused on organizations, not individual victims. Found that organizations are adaptive and resilient.
A Brief History of Disaster Research Military influences After WWII the U.S. Military funded social scientists to study disasters as a proxy for how communities might be impacted by a nuclear attack. Early disaster studies University of Chicago’s national opinion research center (and others) Focused largely on disaster victims. Found that society is resilient. Establishment of the Disaster Research Center At The Ohio State University (1963) and later moved to the University of Delaware (1985) Focused on organizations, not individual victims. Found that organizations are adaptive and resilient. 30 A Brief History of Disaster Research Contemporary Research Centers University of Delaware’s Disaster Research Center University of Colorado’s Natural Hazards Center Texas A&M’s Hazard Reduction and Recovery Center University of South Carolina’s Hazards and Vulnerability Research Institute Colorado State University’s Center for Disaster and Risk Analysis Millersville University’s Center for Disaster Research and Education
A Brief History of Disaster Research Contemporary Research Centers University of Delaware’s Disaster Research Center University of Colorado’s Natural Hazards Center Texas A&M’s Hazard Reduction and Recovery Center University of South Carolina’s Hazards and Vulnerability Research Institute Colorado State University’s Center for Disaster and Risk Analysis Millersville University’s Center for Disaster Research and Education 31 A Brief History of Disaster Research Oklahoma State University’s Center for the Study of Disasters and Extreme Events Louisiana State University’s Stephenson Disaster Management Institute Disaster Research in International Context International Research Committee on Disasters Flood Research Centre at Middlesex University Centre for Risk and Community Safety at the Royal Melbourne Crisis Research Center at Leiden University in the Netherlands Risk and Crisis Research Center at Mid Sweden University A Brief History of Disaster Research
Oklahoma State University’s Center for the Study of Disasters and Extreme Events Louisiana State University’s Stephenson Disaster Management Institute Disaster Research in International Context International Research Committee on Disasters Flood Research Centre at Middlesex University Centre for Risk and Community Safety at the Royal Melbourne Crisis Research Center at Leiden University in the Netherlands Risk and Crisis Research Center at Mid Sweden University 32 Figure 3.1: Multidisciplinary Research on Hazards and Disasters Figure 3.1: Multidisciplinary Research of Hazards and Disasters Social sciences Natural sciences Engineering 33 Disaster Research as a Multidisciplinary Field Natural sciences—ecosystems and earth’s processes. Engineering Structural—building design and performance. Civil—transportation systems and utility lifelines. Social Sciences Sociology—societal responses to disasters. Geography—mapping hazards and vulnerable populations.
Anthropology—cultural adaptations to disasters. Political science—disasters and public policy. Psychology—disaster impacts on individuals (e.g., PTSD) Economics—financial costs of disasters. Disaster Research as a Multidisciplinary Field Natural sciences—ecosystems and earth’s processes. Engineering Structural—building design and performance. Civil—transportation systems and utility lifelines. Social Sciences Sociology—societal responses to disasters. Geography—mapping hazards and vulnerable populations. Anthropology—cultural adaptations to disasters. Political science—disasters and public policy. Psychology—disaster impacts on individuals (e.g., PTSD) Economics—financial costs of disasters. 34 Social Sciences “Social scientists conducting field studies of disaster quickly discovered, however, that disasters also provide an exceptionally valuable opportunity to study some basic and enduring scientific problems about the nature of human nature and group life. Disasters provide a realistic laboratory for testing the integration, stamina, and recuperative power of large-scale social systems. They are the sociological equivalent of engineering experiments that test the capacity of machines to withstand extreme physical stresses.” (Fritz 1961, p. 654)
Social Sciences “Social scientists conducting field studies of disaster quickly discovered, however, that disasters also provide an exceptionally valuable opportunity to study some basic and enduring scientific problems about the nature of human nature and group life. Disasters provide a realistic laboratory for testing the integration, stamina, and recuperative power of large-scale social systems. They are the sociological equivalent of engineering experiments that test the capacity of machines to withstand extreme physical stresses.” (Fritz 1961, p. 654) 35 Types of Research Basic and applied - Basic research is theoretical, while applied seeks a more immediate answer to a practical problem. Primary and secondary - Primary research involves collecting original data, while secondary research relies on existing data. Cross-sectional and longitudinal - Cross-sectional research takes a “snapshot” at one point in time, while longitudinal research tracks changes over time. Individual and aggregate - Unlike individual research, aggregate research seeks to learn about larger groups, including families and households, organizations, communities, and entire societies. Types of Research Basic and applied - Basic research is theoretical, while applied seeks a more immediate answer to a practical problem.
Primary and secondary - Primary research involves collecting original data, while secondary research relies on existing data. Cross-sectional and longitudinal - Cross-sectional research takes a “snapshot” at one point in time, while longitudinal research tracks changes over time. Individual and aggregate - Unlike individual research, aggregate research seeks to learn about larger groups, including families and households, organizations, communities, and entire societies. 36 Research Methods and the Phases of Disaster Surveys: household preparedness levels, evacuation decision making, satisfaction with recovery efforts, public support for proposed mitigation policies. Interviews: overall community preparedness levels, organizational response and recovery activities and challenges, effectiveness of mitigation efforts. Observations: evaluating drills and exercises during preparedness, organizational response and recovery activities and challenges. Research Methods and the Phases of Disaster Surveys: household preparedness levels, evacuation decision making, satisfaction with recovery efforts, public support for proposed mitigation policies. Interviews: overall community preparedness levels, organizational response and recovery activities and challenges, effectiveness of mitigation efforts. Observations: evaluating drills and exercises during
preparedness, organizational response and recovery activities and challenges. 37 Research Methods and the Phases of Disaster Archives: internal memos to study response activities, after - action reports to study preparedness efforts (e.g., 9/11 commission report), newspapers to study ongoing recovery and mitigation efforts. Spatial tools (e.g., GPS, GIS and remote sensing): real-time damage assessment during response, mapping hazards and vulnerable populations during preparedness and mitigation, tracking recovery progress. Research Methods and the Phases of Disaster Archives: internal memos to study response activities, after- action reports to study preparedness efforts (e.g., 9/11 commission report), newspapers to study ongoing recovery and mitigation efforts. Spatial tools (e.g., GPS, GIS and remote sensing): real -time damage assessment during response, mapping hazards and vulnerable populations during preparedness and mitigation, tracking recovery progress. 38 Ethics and Challenges of Performing Disaster Research
Research ethics Respect for persons Benefits and risks Justice Research challenges Logistics Respondent availability and accessibility Emotions and human suffering Ethics and Challenges of Performing Disaster Research Research ethics Respect for persons Benefits and risk Justice Research challenges Logistics Respondent availability and accessibility Emotions and human suffering 39 Student interactivity exercises Locate and read a recent research article (within the past 5 years) on a topic of emergency management interest to you published in one of the Academic journals listed in box 3.3. then write a one page paper in APA 6th Edition format answering the following questions: 1) What was the primary research question? 2) How did the researcher(s) gather data to answer the question? 3) Do you agree with the findings? How could the research have been improved?
Your exercises for this module should be submitted in one document and should be grammatically correct, with the correct spelling using the APA 6th Edition format. Each exercise should be a separate page in your document; all work will be submitted in one file. When you complete one exercise, start the next exercise on the next page. You also need to have a cover sheet and references page using APA 6th Edition format; the body of the paper needs to be in APA 6th Edition format as well. Student Interactivity Exercises Write a one page paper in essay format using APA 6th edition format answering the following questions: What was the primary research question? How did the researcher(s) gather data to answer the question? Do you agree with the findings? How could the research have been improved? Your exercises for this module should be submitted in one document and should be grammatically correct, with the correct spelling using the APA 6th Edition format. Each exercise should be a separate page in your document; all work will be submitted in one file. When you complete one exercise, start the next exercise on the next page. You also need to have a cover sheet and references page using APA 6th Edition format; the body of the paper needs to be in APA 6th Edition format as well. 40 Student interactivity exercises Write a one page paper in essay format using APA 6th edition format answering the following questions:
1) Why is scientific research valuable to the practice of emergency management? 2) What are some of the benefits to understanding science and research? 3) Why did the U.S. Military begin funding researchers to study disasters in the 1950s? What kinds of questions did the military want answered? What answers have researchers provided over the years? Your exercises for this module should be submitted in one document and should be grammatically correct, with the correct spelling using the APA 6th Edition format. Each exercise should be a separate page in your document; all work will be submitted in one file. When you complete one exercise, start the next exercise on the next page. You also need to have a cover sheet and references page using APA 6th Edition format; the body of the paper needs to be in APA 6th Edition format as well. Student Interactivity Exercises Write a one page paper in essay format using APA 6th edition format answering the following questions: Why is scientific research valuable to the practice of emergency management? What are some of the benefits to understanding science and research? Why did the U.S. Military begin funding researchers to study disasters in the 1950s? What kinds of questions did the military want answered? What answers have researchers provided over the years? Your exercises for this module should be submitted in one document and should be grammatically correct, with the correct spelling using the APA 6th Edition format. Each exercise should
be a separate page in your document; all work will be submitted in one file. When you complete one exercise, start the next exercise on the next page. You also need to have a cover sheet and references page using APA 6th Edition format; the body of the paper needs to be in APA 6th Edition format as well. 41 Module 1 At A Glance: Chapters 1, 3, 4 Chapter 1: History and current status of emergency management Chapter 3: Research methods and practice of emergency management Chapter 4: Current, new, and emerging hazards and disasters Module 1 At A Glance Chapter 1: History and current status of emerge ncy management Chapter 3: Research methods and practice of emergency management Chapter 4: Current, new, and emerging hazards and disasters 42 Chapter 4 Learning Objectives: Realize that we will have more, worse and new types of disasters. Comprehend the rationale behind this trend of disasters. Make clear the different scales, measures, and types of natural disasters. Explain how humans influence disaster types and trends.
Understand terrorists’ tools for creating disasters. Point out new disasters that could happen and around which emergency management agencies are currently taking action. Chapter 4 Learning Objectives Realize that we will have more, worse and new types of disasters. Comprehend the rationale behind this trend of disasters. Make clear the different scales, measures, and types of natural disasters. Explain how humans influence disaster types and trends. Understand terrorists’ tools for creating disasters. Point out new disasters that could happen and around which emergency management agencies are currently taking action. 43 Predictions and Trends Quarantelli’s prediction More disasters Worse disasters New types of disasters Rationale More people Higher population densities More living next to hazardous facilities Research confirms these trends
Predictions and Trends Quarantelli’s prediction More disasters Worse disasters New types of disasters Rationale More people Higher population densities More living next to hazardous facilities Research confirms these trends 44 Natural Hazards Patterns Tornadoes Hurricanes Earthquakes Floods Wildfires Tsunamis Other events Natural Hazards Patterns Tornadoes Hurricanes Earthquakes Floods
Wildfires Tsunamis Other events 45 EF Tornado Scale Enhanced Fujita Scale (EF) number 3 second gust (mph) (EF-scale) rates the strength of tornadoes in the United States and Canada based on the damage they cause. 0 65-85 1 86-110 2 111-135 3 136-165 4 166-200 5 over 200 Source: http://www.Spc.Noaa.Gov/faq/tornado/ef-scale.Html EF Tornado Scale Enhanced Fujita Scale (EF) number 3 second gust (mph) (EF-scale) rates the strength of tornadoes in the United States and Canada based on the damage they cause. 0 65-85 1 86-110 2 111-135 3 136-165 4 166-200 5 over 200
Source: http://www.Spc.Noaa.Gov/faq/tornado/ef-scale.Html 46 Saffir-Simpson Hurricane Scale Category one: 74-95 mph winds - no real damage to building structures. Damage primarily to unanchored mobile homes, shrubbery, and trees. Also, some coastal road flooding and minor pier damage. Category two: 96-110 mph winds - some roofing material, door, and window damage to buildings. Considerable damage to vegetation, mobile homes, and piers. Coastal and low -lying escape routes flood 2-4 hours before arrival of center. Small craft in unprotected anchorages break moorings. Category three: 111-130 mph winds - some structural damage to small residences and utility buildings with a minor amount of curtain wall failures. Mobile homes are destroyed. Flooding near the coast destroys smaller structures with larger structures damaged by floating debris. Terrain continuously lower than 5 feet ASL may be flooded inland 8 miles or more. Saffir-Simpson Hurricane Scale Category one: 74-95 mph winds - no real damage to building structures. Damage primarily to unanchored mobile homes, shrubbery, and trees. Also, some coastal road flooding and minor pier damage. Category two: 96-110 mph winds - some roofing material, door, and window damage to buildings. Considerable damage to vegetation, mobile homes, and piers. Coastal and low -lying escape routes flood 2-4 hours before arrival of center. Small
craft in unprotected anchorages break moorings. Category three: 111-130 mph winds - some structural damage to small residences and utility buildings with a minor amount of curtain wall failures. Mobile homes are destroyed. Flooding near the coast destroys smaller structures with larger structures damaged by floating debris. Terrain continuously lower than 5 feet ASL may be flooded inland 8 miles or more. 47 Saffir-Simpson Hurricane Scale (cont.) Category four: 131-155 mph winds - more extensive curtain wall failures with some complete roof structure failure on small residences. Major erosion of beach. Major damage to lower floors of structures near the shore. Terrain continuously lower than 10 feet ASL may be flooded requiring massive evacuation of residential areas inland as far as 6 miles. Category five: greater than 155 mph winds - complete roof failure on many residences and industrial buildings. Some complete building failures with small utility buildings blown over or away. Major damage to lower floors of all structures located less than 15 feet ASL and within 500 yards of the shoreline. Massive evacuation of residential areas on low ground within 5 to 10 miles of the shoreline may be required. Saffir-Simpson Hurricane Scale (continued) Category four: 131-155 mph winds - more extensive curtain wall failures with some complete roof structure failure on small residences. Major erosion of beach. Major damage to lower
floors of structures near the shore. Terrain continuously lower than 10 feet ASL may be flooded requiring massive evacuation of residential areas inland as far as 6 miles. Category five: greater than 155 mph winds - complete roof failure on many residences and industrial buildings. Some complete building failures with small utility buildings blown over or away. Major damage to lower floors of all structures located less than 15 feet ASL and within 500 yards of the shoreline. Massive evacuation of residential areas on low ground within 5 to 10 miles of the shoreline may be required. 48 Storms (blue) and Hurricanes (red) Storms (Blue) and Hurricanes (Red) Annual number of names storms and major hurricanes 49 Abbreviated Modified Mercalli Scale Not felt except by a very few under especially favorable conditions. Felt only by a few persons at rest, especially on upper floors of buildings. Felt quite noticeably by persons indoors, especiall y on upper floors of buildings. Many people do not recognize it as an earthquake. Standing motor cars may rock slightly. Vibrations similar to the passing of a truck. Duration estimated. Felt indoors by many, outdoors by few during the day. At night, some awakened. Dishes, windows, doors disturbed; walls make
cracking sound. Sensation like heavy truck striking building. Standing motor cars rocked noticeably. Felt by nearly everyone; many awakened. Some dishes, windows broken. Unstable objects overturned. Pendulum clocks may stop. Abbreviated Modified Mercalli Scale Not felt except by a very few under especially favorable conditions. Felt only by a few persons at rest, especially on upper floors of buildings. Felt quite noticeably by persons indoors, especially on upper floors of buildings. Many people do not recognize it as an earthquake. Standing motor cars may rock slightly. Vibrations similar to the passing of a truck. Duration estimated. Felt indoors by many, outdoors by few during the day. At ni ght, some awakened. Dishes, windows, doors disturbed; walls make cracking sound. Sensation like heavy truck striking building. Standing motor cars rocked noticeably. Felt by nearly everyone; many awakened. Some dishes, windows broken. Unstable objects overturned. Pendulum clocks may stop. 50 Abbreviated Modified Mercalli Scale Felt by all, many frightened. Some heavy furniture moved; a few instances of fallen plaster. Damage slight. Damage negligible in buildings of good design and construction; slight to moderate in well-built ordinary structures; considerable damage in poorly built or badly designed structures; some chimneys broken. Damage slight in specially designed structures; considerable
damage in ordinary substantial buildings with partial col lapse. Damage great in poorly built structures. Fall of chimneys, factory stacks, columns, monuments, walls. Heavy furniture overturned. Damage considerable in specially designed structures; well - designed frame structures thrown out of plumb. Damage great in substantial buildings, with partial collapse. Buildings shifted off foundations. Abbreviated Modified Mercalli Scale Felt by all, many frightened. Some heavy furniture moved; a few instances of fallen plaster. Damage slight. Damage negligible in buildings of good design and construction; slight to moderate in well-built ordinary structures; considerable damage in poorly built or badly designed structures; some chimneys broken. Damage slight in specially designed structures; considerable damage in ordinary substantial buildings with partial collapse. Damage great in poorly built structures. Fall of chimneys, factory stacks, columns, monuments, walls. Heavy furniture overturned. Damage considerable in specially designed structures; well - designed frame structures thrown out of plumb. Damage great in substantial buildings, with partial collapse. Buildings shifted off foundations. 51 Abbreviated Modified Mercalli Scale Some well-built wooden structures destroyed; most masonry and frame structures destroyed with foundations. Rails bent. Few, if any (masonry) structures remain standing. Bridges destroyed. Rails bent greatly.
Damage total. Lines of sight and level are distorted. Objects thrown into the air. Abbreviated Modified Mercalli Scale (continued) Some well-built wooden structures destroyed; most masonry and frame structures destroyed with foundations. Rails bent. Few, if any (masonry) structures remain standing. Bridges destroyed. Rails bent greatly. Damage total. Lines of sight and level are distorted. Objects thrown into the air. 52 Tsunamis and Floods Most losses in US Annually most deadly in US – average 127 deaths Half of deaths in automobiles In U.S., Over $5 billion in losses annually Similar patterns world wide 25,000 deaths annually $50 billion in losses annually Most deadly in Asia Tsunamis and Floods Most losses in US Annually most deadly in US – average 127 deaths
Half of deaths in automobiles In U.S., Over $5 billion in losses annually Similar patterns world wide 25,000 deaths annually $50 billion in losses annually Most deadly in Asia 53 Wildfire Patterns U.S. Cases dramatically increased since 1987 4 times as many events over 6 times the area Causes include: Warming trends Federal banning of strategic burning More homes next to forests Australia suffering from similar patterns More and worse events Similar causes Wildfire Patterns U.S. Cases dramatically increased since 1987 4 times as many events over 6 times the area Causes include: Warming trends Federal banning of strategic burning More homes next to forests Australia suffering from similar patterns More and worse events Similar causes
54 Other Hazards Volcanoes Worldwide Rare but can be devastating Disrupt air travel and electronics Global Warning Data suggest warming over last century Causes still not clear Sunspots and other solar patterns? Human generation of carbon dioxide? Biological events Black plague 1917 influenza Recent SARS H1N1 threat Ebola Chemical incidents Chernobyl Institute, West Virginia Gulf oil spill
Other Hazards Volcanoes Worldwide Rare but can be devastating Disrupt air travel and electronics Global Warning Data suggest warming over last century Causes still not clear Sunspots and other solar patterns? Human generation of carbon dioxide? Chemical incidents Chernobyl Institute, West Virginia Gulf oil spill Biological events Black plague 1917 influenza Recent SARS H1N1 threat Ebola 55 Radiological and Nuclear
These hazards have a high “fear factor” Low probability / high consequence events Radiological events Three mile island Chernobyl Japan catastrophe Nuclear events World war II nuclear bombs Terrorist threat Radiological and Nuclear These hazards have a high “fear factor” Low probability / high consequence events Radiological events Three mile island Chernobyl Japan catastrophe Nuclear events World war II nuclear bombs Terrorist threat 56 Terrorism Not a new means of political violence
Primary use of CBRN options Create fear Acts of terrorism is on the rise More distinct since September 11, 2001 attacks Year 2009 example 11,000 attacks About 15,000 deaths About 24,000 injuries Asia area of many attacks Terrorism Not a new means of political violence Primary use of CBRN options Create fear Acts of terrorism is on the rise More distinct since September 11, 2001 attacks Year 2009 example 11,000 attacks About 15,000 deaths About 24,000 injuries Asia area of many attacks 57 New and Emerging Hazards NaTechs
Hurricane sandy Hurricane Katrina Hurricane, flooding, levee failure, chemical soup Compounding natural disasters Japanese catastrophe Earthquake, tsunami, nuclear plant meltdown and radiation Computer failures and cyber terrorism Pandemics and bioterrorism Outer space hazards Solar flares destroying electrical circuits Asteroids In short, Quarantelli’s prediction is worth considering New and Emerging Hazards NaTechs Hurricane sandy Hurricane Katrina Hurricane, flooding, levee failure, chemical soup Compounding natural disasters Japanese catastrophe Earthquake, tsunami, nuclear plant meltdown and radiation Computer failures and cyber terrorism Pandemics and bioterrorism Outer Space Hazards Solar Flares destroying electrical circuits Asteroids In short, Quarantelli’s prediction is worth considering 58
Student interactivity exercises Write a one page paper in essay format using APA 6th edition format answering the following questions: 1) What are the factors that could explain why the number of natural disasters continue to be increasing? Is it that there are just more disasters, other factors, or both? 2) What is the general purpose(s) of the disaster scales presented in this chapter? How are they used? For whom are these scales useful? 3) What are some NaTech events that could impact your community? Is there any way to identify prepare for or mitigate NaTechs? 4) What are some examples of natural or technological disasters that could also be used as tools by terrorists? Student Interactivity Exercises Write a one page paper in essay format using APA 6th edition format answering the following questions: What are the factors that could explain why the number of natural disasters continue to be increasing? Is it that there are just more disasters, other factors, or both? What is the general purpose(s) of the disaster scales presented in this chapter? How are they used? For whom are these scales useful? What are some NaTech events that could impact your community? Is there any way to identify prepare for or mitigate NaTechs? What are some examples of natural or technological disasters that could also be used as tools by terrorists? 59
Student interactivity exercises Your exercises for this module should be submitted in one document and should be grammatically correct, with the correct spelling using the APA 6th edition format. Each exercise should be a separate page in your document; all work will be submitted in one file. When you complete one exercise, start the next exercise on the next page. You also need to have a cover sheet and references page using APA 6th edition format; the body of the paper needs to be in APA 6th edition format as well. Student Interactivity Exercises Your exercises for this module should be submitted in one document and should be grammatically correct, with the correct spelling using the APA 6th Edition format. Each exercise should be a separate page in your document; all work will be submitted in one file. When you complete one exercise, start the next exercise on the next page. You also need to have a cover sheet and references page using APA 6th Edition format; the body of the paper needs to be in APA 6th Edition format as well. 60 Student interactivity exercises FEMA Computer Based Training: Lesson 2 - Emergency Management Partners Once you have completed a lesson, you are required to take a screenshot of the “lessons list” and paste it onto the final pages of your Student Interactivity Exercises following the references page (if used). You must paste the screenshot at the end of the Student Interactivity Exercises as proof that the lesson has been completed. There should be a checkmark next to the completed
lesson. Failure to do so will result in the loss of the points associated with the FEMA Training. Student Interactivity Exercises FEMA Computer Based Training: Lesson 2 - Emergency Management Partners Once you have completed a lesson, you are required to take a screenshot of the “lessons list” and paste it onto the final pages of your Student Interactivity Exercises following the references page (if used). You must paste the screenshot at the end of the Student Interactivity Exercises as proof that the lesson has been completed. There should be a checkmark next to the completed lesson. Failure to do so will result in the loss of the points associated with the FEMA Training. 61 Additional resources FEMA planning resources: http://www.Fema.Gov/emergency/disasterhousing/planning_reso urces.Shtm Comprehensive preparedness guide 101: http://www.Fema.Gov/pdf/about/divisions/npd/CPG_101 _V2.Pd f. National response framework resource center: http://www.Fema.Gov/emergency Additional Resources FEMA planning resources:
http://www.Fema.Gov/emergency/disasterhousing/planning_reso urces.Shtm Comprehensive preparedness guide 101: http://www.Fema.Gov/pdf/about/divisions/npd/CPG_101_V2.Pd f. National response framework resource center: http://www.Fema.Gov/emergency 62 Name: Bibliography Assignment · Instructions: Create a working bibliography (also sometimes called Works Cited or References page) of at least six (6) sources in one of the approved formats in Chicago/Turabian style. Your bibliography must include the following source types: · Two primary sources · One scholarly journal article – this must be a peer-reviewed journal article, not a book review or a student published article · One secondary source – may not be the Yawp · One additional source of your choosing – may not be a source from the eText or a tertiary source (tertiary sources are reference materials, like encyclopedias, dictionaries, and textbooks) Your annotation must include the following information · A summary of the content of the source or the content of the online exhibit · A summary of the author’s thesis and conclusions or the purpose of the online exhibit · A description of the evidence that the author used to support the thesis or a description of the images in the online exhibit · A statement about how and why the source will be helpful for your own research
Assignment Format: Primary Source #1 Citation- Annotation: Primary Source #2 Citation- Annotation: Scholarly Journal #1 Citation- Annotation: Secondary Source 1 Citation- Annotation: An Additional Source
Citation- Annotation: Module One Exercises Student Interactivity Exercises: Module One Instructions: Please note that the lecture provides detail important to the successful completion of the Student Interactivity Exercises for this module. Please be sure to review the audio lecture prior to completing these exercises. In order to fully complete the exercises, please do the following: (1) Read the question carefully. (2) Identify the major concepts related to the question from the textbook (the lectures are very helpful for this). (3) Answer the questions fully, using concepts and terminology from the textbook relevant to the question. (4) Answer all parts of the questions. (5) Cite your sources using APA formatting using https://owl.english.purdue.edu/owl/resource/560/10/ (6) Put all answers in your own words. If you have questions at any time regarding the questions,
please contact your instructor right away. Thank you! Student Interactivity Questions for all Chapters in the Module [numbers correspond to slide numbers in lecture]: · Your Student Interactivity Exercises for this module should be submitted in one document, and should be grammatically correct, with APA formatting used. · All research used to complete this assignment needs to be cited using APA citation format. [24] · In a one page paper in essay format using APA 6th Edition format answer the following questions from Chapter 1: · What are the main origins and roots of emergency management? · Why did President Jimmy Carter establish FEMA? What were the reasons it was established? · What are some of the major successes and failures of FEMA since 1979? What factors led to these successes or failures? · Your exercises for this module should be submitted in one document and should be grammatically correct, with the correct spelling using the APA 6th Edition format. Each exercise should be a separate page in your document; all work will be submitted in one file. When you complete one exercise, start the next exercise on the next page. You also need to have a cover sheet and references page using APA 6th Edition format; the body of the paper needs to be in APA 6th Edition format as well. [25] FEMA Computer Based Training: Hello Students you may begin the FEMA course by going to: IS-230.D: Fundamentals of Emergency Management at http://training.fema.gov/is/courseoverview .aspx?code=IS-230.d and then begin Lesson 1- Emergency Management Overview
· Once you have completed a lesson, you are required to take a screenshot of the “lessons list” and paste it onto the final pages of your Student Interactivity Exercises following the references page (if used). You must paste the screenshot at the end of the Student Interactivity Exercises as proof that the lesson has been completed. There should be a checkmark next to the completed lesson. Failure to do so will result in the loss of the points associated with the FEMA Training. [39] · Write a one page paper in essay format using APA 6th edition format answering the following questions: 1. Why is scientific research valuable to the practice of emergency management? 2. What are some of the benefits to understanding science and research? 3. Why did the U.S. Military begin funding researchers to study disasters in the 1950s? What kinds of questions did the military want answered? What answers have researchers provided over the years? · Your exercises for this module should be submitted in one document and should be grammatically correct, with the correct spelling using the APA 6th Edition format. Each exercise should be a separate page in your document; all work will be submitted in one file. When you complete one exercise, start the next exercise on the next page. You also need to have a cover sheet and references page using APA 6th Edition format; the body of the paper needs to be in APA 6th Edition format as well. [40] · Locate and read a recent research article (within the past 5 years) on a topic of emergency management interest to you published in one of the Academic journals listed in box 3.3. then write a one page paper in APA 6th Edition format
answering the following questions: 1. What was the primary research question? 2. How did the researcher(s) gather data to answer the question? 3. Do you agree with the findings? How could the research have been improved? · Your exercises for this module should be submitted in one document and should be grammatically correct, with the correct spelling using the APA 6th Edition format. Each exercise should be a separate page in your document; all work will be submitted in one file. When you complete one exercise, start the next exercise on the next page. You also need to have a cover sheet and references page using APA 6th Edition format; the body of the paper needs to be in APA 6th Edition format as well. [58] · Write a one page paper in essay format using APA 6th edition format answering the following questions: 1. What are the factors that could explain why the number of natural disasters continue to be increasing? Is it that there are just more disasters, other factors, or both? 2. What is the general purpose(s) of the disaster scales presented in this chapter? How are they used? For whom are these scales useful? 3. What are some Natech events that could impact your community? Is there any way to identify prepare for or mitigate Natechs? · Your exercises for this module should be submitted in one document and should be grammatically correct, with the correct spelling using the APA 6th edition format. Each exercise should be a separate page in your document; all work will be submitted in one file. When you complete one exercise, start the next exercise on the next page. You also need to have a cover sheet and references page using APA 6th edition format; the body of the paper needs to be in APA 6th edition format as well. [59]
· FEMA Computer Based Training: Lesson 2 - Emergency Management Partners · Once you have completed a lesson, you are required to take a screenshot of the “lessons list” and paste it onto the final pages of your Student Interactivity Exercises following the references page (if used). You must paste the screenshot at the end of the Student Interactivity Exercises as proof that the lesson has been completed. There should be a checkmark next to the completed lesson. Failure to do so will result in the loss of the points associated with the FEMA Training. ERM 1200 Introduction to Emergency Management 3

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ERM 1200 Introduction to Emergency ManagementModule 1 Chapter

  • 1.
    ERM 1200 Introductionto Emergency Management Module 1: Chapters 1, 3, and 4 Course Description ERM 1200 Introduction to Emergency Management provides an overview of the history and current status of the emergency management discipline. Topics include an introduction to areas of emergency management responsibility including risk assessment, mitigation, preparedness, communications, response and recovery. 1 DIAGRAM OF MAJOR COURSE CONCEPTS* *United States Federal Emergency Information Manageme nt (2015). National preparedness cycle. Retrieved on March 30, 2015 from http://www.fema.gov/national-preparedness-cycle. Diagram of Major Course Concepts United States Federal Emergency Information Management (2015). National preparedness cycle. Retrieved on March 30, 2015 from http://www.fema.gov/national-preparedness-cycle. 2 How to prepare Tips for preparing for the material in this module
  • 2.
    Read the chaptersbefore listening to the lecture. This course relies heavily on content from the federal emergency management agency emergency management institute and the community emergency response team in your area. Go to the federal emergency management agency website and register as a student in independent studies. You will then receive a student identification number, which will be important. If you cannot obtain a student ID, inform your instructor. You will need a student identification number in order to take the final exam for this course. Link: http://www.Training.Fema.Gov/is/courseoverview.Aspx?Code=i s-230.D Read the FEMA course “IS-230.D: Fundamentals of Emergency Management” overview. How to Prepare Tips for preparing for the material in this module Read the chapters before listening to the lecture. This course relies heavily on content from the federal emergency management agency emergency management institute and the community emergency response team in your area. Go to the federal emergency management agency website and register as a student in independent studies. You will then receive a student identification number, which will be important. If you cannot obtain a student ID, inform your instructor. You will need a student identification number in order to take the final exam for this course. Link: http://www.Training.Fema.Gov/is/courseover view.Aspx?Code=i s-230.D Read the FEMA course “IS-230.D: Fundamentals of Emergency Management” overview.
  • 3.
    3 Module 1 AtA Glance: Chapters 1, 3, 4 Chapter 1: History and current status of emergency management Chapter 3: Research methods and practice of emergency management Chapter 4: Current, new, and emerging hazards and disasters Module 1 At A Glance Chapter 1: History and current status of emergency management Chapter 3: Research methods and practice of emergency management Chapter 4: Current, new, and emerging hazards and disasters 4 Chapter 1 Learning Objectives: Define emergency management Describe the development of emergency management in the united states. Recognize the role of the private sector in disasters. Discern the role of the public sector in disasters. Understand the role of volunteer organizations in disasters. Be familiar with the fundamental elements of international disaster relief. Chapter 1 Learning Objectives Define emergency management Describe the development of emergency management in the united states. Recognize the role of the private sector in disasters.
  • 4.
    Discern the roleof the public sector in disasters. Understand the role of volunteer organizations in disasters. Be familiar with the fundamental elements of international disaster relief. 5 Emergency Management Defined “Emergency Management is the discipline and profession of applying science, technology, planning, and management to the extreme events that can injure or kill large numbers of people, do extensive property damage, and disrupt community life” (FEMA, 2003). Emergency Management Defined “Emergency Management is the discipline and profession of applying science, technology, planning, and management to the extreme events that can injure or kill large numbers of people, do extensive property damage, and disrupt community life” (FEMA, 2003). 6 Profession of Emergency Management Was Noah the first emergency manager? Profession did not exist fifty years ago Since cold war, has developed and grown Full fledged profession today in: Public sector Private sector
  • 5.
    Volunteer sector International sector Professionof Emergency Management Was Noah the first emergency manager? Profession did not exist fifty years ago Since cold war, has developed and grown Full fledged profession today in: Public sector Private sector Volunteer sector International sector 7 Dual Tracks to Emergency Management Civil defense: Originated during the cold war Prepare for nuclear war against the USSR Most CD directors held part time posts Natural and technological disasters: Disaster relief act of 1950 Federal government started centralizing aid Established disaster declaration process Dual Tracks to Emergency Management Civil defense:
  • 6.
    Originated during thecold war Prepare for nuclear war against the USSR Most CD directors held part time posts Natural and technological disasters: Disaster relief act of 1950 Federal government started centralizing aid Established disaster declaration process 8 Origins of FEMA President Carter recognized the need to centralize the nation’s emergency management efforts Centralize civil defense with natural and technological programs and agencies 1978 President Carter formed FEMA through reorganization plan #3 FEMA started in 1979 Origins of FEMA President Carter recognized the need to centralize the nation’s emergency management efforts Centralize civil defense with natural and technological programs and agencies 1978 President Carter formed FEMA through reorganization plan #3 FEMA started in 1979
  • 7.
    9 Programs and AgenciesBecoming Part of FEMA National Incident Management System (NIMS) Incident Command System (ICS) Federal Insurance Administration (Department of Housing and Urban Development) National Fire Prevention And Control Administration (Department of Commerce) Federal Broadcast System (Executive Office of the President) Defense Civil Preparedness Agency (Department of Defense) Federal Disaster Assistance Administration (Department of Housing and Urban Development) Programs and Agencies Becoming Part of FEMA National Incident Management System (NIMS) Incident Command System (ICS) Federal Insurance Administration (Department of Housing and Urban Development) National Fire Prevention And Control Administration (Department of Commerce) Federal Broadcast System (Executive Office of the President) Defense Civil Preparedness Agency (Department of Defense) Federal Disaster Assistance Administration (Department of Housing and Urban Development) 10 Programs and Agencies becoming Part of FEMA
  • 8.
    Federal Preparedness Agency(General Services Administration) National Weather Service Community Preparedness Program (Department of Commerce) Earthquake Hazard Reduction Office (Executive Office of The President) Dam Safety Coordination Program (Executive Office of The President) Federal Response to Consequences of Terroristic Incidents (No Previous Assigned Agency) Coordination of Emergency Warning (No Previous Assigned Agency) Programs and Agencies Becoming Part of FEMA Federal Preparedness Agency (General Services Administration) National Weather Service Community Preparedness Program (Department of Commerce) Earthquake Hazard Reduction Office (Executive Office of The President) Dam Safety Coordination Program (Executive Office of The President) Federal Response to Consequences of Terroristic Incidents (No Previous Assigned Agency) Coordination of Emergency Warning (No Previous Assigned Agency) 11 National Incident Management System (NIMS) What ? . . . NIMS provides a consistent nationwide template . . .
  • 9.
    Who? . .. To enable federal, state, tribal, and local governments, the private sector, and nongovernmental organizations to work together . . . How? . . . To prepare for, prevent, respond to, recover from, and mitigate the effects of incidents regardless of cause, size, location, or complexity . . . Why? . . . In order to reduce the loss of life and property, and harm to the environment. National Incident Management System (NIMS) What ? . . . NIMS provides a consistent nationwide template . . . Who? . . . To enable federal, state, tribal, and local governments, the private sector, and nongovernmental organizations to work together . . . How? . . . To prepare for, prevent, respond to, recover from, and mitigate the effects of incidents regardless of cause, size, location, or complexity . . . Why? . . . In order to reduce the loss of life and property, and harm to the environment. 12 NIMS Components and ICS NIMS Components and ICS Preparedness Communications and information management Resource management Command and management
  • 10.
    Ongoing management andmaintenance 13 Some Key Events in FEMA’s History up to 2001 1989 Hurricane Hugo and Loma Prieta earthquake (issue of catastrophic event) 1992 Hurricane Andrew (use of FRP) 1993 James Lee Witt named FEMA director first emergency manager to hold post: First emergency manager to hold post Focus on mitigation Became well respected federal agency 14 Some Key Events in FEMA’s History Up to 2001 1989 Hurricane Hugo and Loma Prieta earthquake (issue of catastrophic event) 1992 Hurricane Andrew (use of FRP) 1993 James Lee Witt named FEMA director first emergency manager to hold post: First emergency manager to hold post Focus on mitigation Became well respected federal agency 14 Terrorism and Changes to FEMA September 11, 2001: Terrorist attacks 2003 creation of Department of Homeland Security (DHS): FEMA becomes part of DHS
  • 11.
    2005 Hurricane Katrina: Poorfederal response Exposed too much focus on terrorism 2009 – Craig Fugate named FEMA director Terrorism and Changes to FEMA September 11, 2001: Terrorist attacks 2003 creation of Department of Homeland Security (DHS): FEMA becomes part of DHS 2005 Hurricane Katrina: Poor federal response Exposed too much focus on terrorism 2009 – Craig Fugate named FEMA director 15 Components of The Department of Homeland Security (DHS) Key tasks of DHS: Border and transportation security Emergency preparedness and response FEMA is an agency under the Dept. of Homeland Security since 2003 Chemical, biological, radiological and nuclear countermeasures Information analysis and infrastructure protection Constructed from 22 different federal departments and agencies
  • 12.
    Components of theDepartment of Homeland Security (DHS) Key tasks of DHS: Border and transportation security Emergency preparedness and response FEMA is an agency under the Dept. of Homeland Security since 2003 Chemical, biological, radiological and nuclear countermeasures Information analysis and infrastructure protection Constructed from 22 different federal departments and agencies 16 Other Public Sector Involvement in Emergency Management Native American tribes: Report direct to federal government Have their own public safety departments Over 564 federally recognized tribes Consideration of cultural issues Historical preservation Recognition of sacred lands Other Public Sector Involvement in Emergency Management Native American tribes: Report direct to federal government Have their own public safety departments Over 564 federally recognized tribes Consideration of cultural issues Historical preservation Recognition of sacred lands
  • 13.
    17 Other Public SectorInvolvement in Emergency Management Local and state government: Emergency support services must coordination with the federal government Must avoid “stove piping” Other federal government examples: Take leads for emergency support functions as part of the national response framework U.S. Army Corps of Engineers Environmental Protection Agency Center for Disease Control Other Public Sector Involvement in Emergency Management Local and state government: Emergency support services must coordination with the federal government Must avoid “stove piping” Other federal government examples: Take leads for emergency support functions as part of the national response framework U.S. Army Corps of Engineers Environmental Protection Agency Center for Disease Control 18
  • 14.
    Private Sector Involvement Needto protect businesses and employees FEMA’s (2010) guidance: Companies have a moral duty to protect their employees, area and environment Companies need to follow existing local, state and federal laws related to safety Companies can return to business much more quickly, which not only helps the business, but the community and regions Companies diminish their chance of being sued Companies obtain a positive image from good disaster and crisis planning Companies often have their insurance costs reduced Private Sector Involvement Need to protect businesses and employees FEMA’s (2010) guidance: Companies have a moral duty to protect their employees, area and environment Companies need to follow existing local, state and federal laws related to safety Companies can return to business much more quickly, which not only helps the business, but the community and regions Companies diminish their chance of being sued Companies obtain a positive image from good disaster and crisis planning Companies often have their insurance costs reduced 19
  • 15.
    Voluntary Sector Involvement Focuson “people needs” Play key roles during response: Victims and responders aid E.G., Feeding, sheltering Play key roles during recovery Focus on victims: E.G., Assist to repair or rebuild homes National Voluntary Organizations Active in Disasters (NVOAD) created in 1969 Today coordinates over 50 voluntary organizations Voluntary Sector Involvement Focus on “people needs” Play key roles during response: Victims and responders aid E.G., Feeding, sheltering Play key roles during recovery Focus on victims: E.G., Assist to repair or rebuild homes National Voluntary Organizations Active in Disasters (NVOAD) created in 1969 Today coordinates over 50 voluntary organizations 20 Examples of Voluntary Organizations Acts World Relief (Foundation Of Hope)
  • 16.
    Adventist Community Services AmericanBaptist Men American Radio Relay League, Inc. American Red Cross Billy Graham Rapid Response Team Brethren Disaster Ministries Buddhist Tzu Chi Foundation Catholic Charities USA Church World Service Episcopal Relief and Development Feeding America Habitat for Humanity International Operation Hope Human Society of the United States The Jewish Federations of North America Latter-day Saint Charities Lutheran Disaster Response Mennonite Disaster Service Examples of Voluntary Organizations Acts World Relief (Foundation Of Hope) Adventist Community Services American Baptist Men American Radio Relay League, Inc. American Red Cross Billy Graham Rapid Response Team Brethren Disaster Ministries Buddhist Tzu Chi Foundation Catholic Charities USA Church World Service Episcopal Relief and Development Feeding America
  • 17.
    Habitat for HumanityInternational Operation Hope Human Society of the United States The Jewish Federations of North America Latter-day Saint Charities Lutheran Disaster Response Mennonite Disaster Service 21 Examples of Voluntary Organizations National Association Of Jewish Chaplains National Baptist Convention USA National Organization For Victim Assistance Nazarene Disaster Response Noah’s Wish Presbyterian Disaster Assistance Southern Baptist Convention The Salvation Army United Church Of Christ United Methodist Committee On Relief United Way Worldwide World Vision Community Emergency Response Team (CERT) Examples of Voluntary Organizations National Association Of Jewish Chaplains
  • 18.
    National Baptist ConventionUSA National Organization For Victim Assistance Nazarene Disaster Response Noah’s Wish Presbyterian Disaster Assistance Southern Baptist Convention The Salvation Army United Church Of Christ United Methodist Committee On Relief United Way Worldwide World Vision Community Emergency Response Team (CERT) 22 International Humanitarian Sector Poor nations need outside help Non governmental organizations (NGO’s) play key role Additional types of hazards for poor nations Drought Famine (Civil) war International Humanitarian Sector Poor nations need outside help Non governmental organizations (NGO’s) play key role Additional types of hazards for poor nations Drought
  • 19.
    Famine (Civil) war 23 Student interactivityexercises In a one page paper in essay format using APA 6th Edition format answer the following questions from Chapter 1: 1) What are the main origins and roots of emergency management? 2) Why did President Jimmy Carter establish FEMA? What were the reasons it was established? 3) What are some of the major successes and failures of FEMA since 1979? What factors led to these successes or failures? Your exercises for this module should be submitted in one document and should be grammatically correct, with the correct spelling using the APA 6th Edition format. Each exercise should be a separate page in your document; all work will be submitted in one file. When you complete one exercise, start the next exercise on the next page. You also need to have a cover sheet and references page using APA 6th Edition format; the body of the paper needs to be in APA 6th Edition format as well. Student Interactivity Exercises In a one page paper in essay format using APA 6th Edition format answer the following questions from Chapter 1: What are the main origins and roots of emergency management? Why did President Jimmy Carter establish FEMA? What were
  • 20.
    the reasons itwas established? What are some of the major successes and failures of FEMA since 1979? What factors led to these successes or failures? Your exercises for this module should be submitted in one document and should be grammatically correct, with the correct spelling using the APA 6th Edition format. Each exercise should be a separate page in your document; all work will be submitted in one file. When you complete one exercise, start the next exercise on the next page. You also need to have a cover sheet and references page using APA 6th Edition format; the body of the paper needs to be in APA 6th Edition format as well. 24 Student interactivity exercises FEMA Computer Based Training: Lesson 1- Emergency Management Overview Once you have completed a lesson, you are required to take a screenshot of the “lessons list” and paste it onto the fi nal pages of your Student Interactivity Exercises following the references page (if used). You must paste the screenshot at the end of the Student Interactivity Exercises as proof that the lesson has been completed. There should be a checkmark next to the completed lesson. Failure to do so will result in the loss of the points associated with the FEMA Training. Student Interactivity Exercises FEMA Computer Based Training: Lesson 1- Emergency Management Overview Once you have completed a lesson, you are required to take a screenshot of the “lessons list” and paste it onto the final pages of your Student Interactivity Exercises following the references page (if used). You must paste the screenshot at the end of the
  • 21.
    Student Interactivity Exercisesas proof that the lesson has been completed. There should be a checkmark next to the completed lesson. Failure to do so will result in the loss of the points associated with the FEMA Training. 25 Module 1 At A Glance: Chapters 1, 3, 4 Chapter 1: History and current status of emergency management Chapter 3: Research methods and practice of emergency management Chapter 4: Current, new, and emerging hazards and disasters Module At A Glance Chapter 1: History and current status of emergency management Chapter 3: Research methods and practice of emergency management Chapter 4: Current, new, and emerging hazards and disasters 26 Chapter 3 Learning Objectives: Discuss the relevance of disaster research to the practice of emergency management and the benefits of having a basic understanding of research methods and findings. Outline the historical origins of disaster research and identify some of the key research centers active in the field today. Understand the value of studying disasters from a multidisciplinary perspective and provide examples of contributions made by researchers in various fields.
  • 22.
    Explain the variousmethods used to gather data on disasters and provide examples of how they have been used to study the four phases of disaster. Describe ethical guidelines for studying human subjects and identify challenges involved in conducting disaster research. Chapter 3 Learning Objectives Discuss the relevance of disaster research to the practice of emergency management and the benefits of having a basic understanding of research methods and findings. Outline the historical origins of disaster research and identify some of the key research centers active in the field today. Understand the value of studying disasters from a multidisciplinary perspective and provide examples of contributions made by researchers in various fields. Explain the various methods used to gather data on disasters and provide examples of how they have been used to study the four phases of disaster. Describe ethical guidelines for studying human subjects and identify challenges involved in conducting disaster research. 27 Key Points It is important to have a knowledge-based understanding of disasters to be a more effective emergency manager. Multiple scientific disciplines have contributed to our understanding of disasters. We study disasters in order to both improve our theories and to improve our ability to manage disasters—that is, disaster research has both theoretical and applied goals. There are numerous methodological tools we can use to study
  • 23.
    disasters. Key Points It isimportant to have a knowledge-based understanding of disasters to be a more effective emergency manager. Multiple scientific disciplines have contributed to our understanding of disasters. We study disasters in order to both improve our theories and to improve our ability to manage disasters—that is, disaster research has both theoretical and applied goals. There are numerous methodological tools we can use to study disasters. 28 Benefits of Understanding Research Acquire transferable skills that are applicable to various job settings. Develop a knowledge-based view of disaster behavior that will make you a more effective emergency manager. Identify “lessons learned” that will improve your abil ity to manage future disasters. Sources of knowledge for emergency managers Formal education Field experience Disaster research involves systematic observations, based on empirical evidence, researchers collect perishable information Benefits of Understanding Research
  • 24.
    Acquire transferable skillsthat are applicable to various job settings. Develop a knowledge-based view of disaster behavior that will make you a more effective emergency manager. Identify “lessons learned” that will improve your ability to manage future disasters. Sources of knowledge for emergency managers Formal education Field experience Disaster research involves systematic observations, based on empirical evidence, researchers collect perishable information 29 A Brief History of Disaster Research Military influences After WWII the U.S. Military funded social scientists to study disasters as a proxy for how communities might be impacted by a nuclear attack. Early disaster studies University of Chicago’s national opinion research center (and others) Focused largely on disaster victims. Found that society is resilient. Establishment of the Disaster Research Center At The Ohio State University (1963) and later moved to the University of Delaware (1985) Focused on organizations, not individual victims. Found that organizations are adaptive and resilient.
  • 25.
    A Brief Historyof Disaster Research Military influences After WWII the U.S. Military funded social scientists to study disasters as a proxy for how communities might be impacted by a nuclear attack. Early disaster studies University of Chicago’s national opinion research center (and others) Focused largely on disaster victims. Found that society is resilient. Establishment of the Disaster Research Center At The Ohio State University (1963) and later moved to the University of Delaware (1985) Focused on organizations, not individual victims. Found that organizations are adaptive and resilient. 30 A Brief History of Disaster Research Contemporary Research Centers University of Delaware’s Disaster Research Center University of Colorado’s Natural Hazards Center Texas A&M’s Hazard Reduction and Recovery Center University of South Carolina’s Hazards and Vulnerability Research Institute Colorado State University’s Center for Disaster and Risk Analysis Millersville University’s Center for Disaster Research and Education
  • 26.
    A Brief Historyof Disaster Research Contemporary Research Centers University of Delaware’s Disaster Research Center University of Colorado’s Natural Hazards Center Texas A&M’s Hazard Reduction and Recovery Center University of South Carolina’s Hazards and Vulnerability Research Institute Colorado State University’s Center for Disaster and Risk Analysis Millersville University’s Center for Disaster Research and Education 31 A Brief History of Disaster Research Oklahoma State University’s Center for the Study of Disasters and Extreme Events Louisiana State University’s Stephenson Disaster Management Institute Disaster Research in International Context International Research Committee on Disasters Flood Research Centre at Middlesex University Centre for Risk and Community Safety at the Royal Melbourne Crisis Research Center at Leiden University in the Netherlands Risk and Crisis Research Center at Mid Sweden University A Brief History of Disaster Research
  • 27.
    Oklahoma State University’sCenter for the Study of Disasters and Extreme Events Louisiana State University’s Stephenson Disaster Management Institute Disaster Research in International Context International Research Committee on Disasters Flood Research Centre at Middlesex University Centre for Risk and Community Safety at the Royal Melbourne Crisis Research Center at Leiden University in the Netherlands Risk and Crisis Research Center at Mid Sweden University 32 Figure 3.1: Multidisciplinary Research on Hazards and Disasters Figure 3.1: Multidisciplinary Research of Hazards and Disasters Social sciences Natural sciences Engineering 33 Disaster Research as a Multidisciplinary Field Natural sciences—ecosystems and earth’s processes. Engineering Structural—building design and performance. Civil—transportation systems and utility lifelines. Social Sciences Sociology—societal responses to disasters. Geography—mapping hazards and vulnerable populations.
  • 28.
    Anthropology—cultural adaptations todisasters. Political science—disasters and public policy. Psychology—disaster impacts on individuals (e.g., PTSD) Economics—financial costs of disasters. Disaster Research as a Multidisciplinary Field Natural sciences—ecosystems and earth’s processes. Engineering Structural—building design and performance. Civil—transportation systems and utility lifelines. Social Sciences Sociology—societal responses to disasters. Geography—mapping hazards and vulnerable populations. Anthropology—cultural adaptations to disasters. Political science—disasters and public policy. Psychology—disaster impacts on individuals (e.g., PTSD) Economics—financial costs of disasters. 34 Social Sciences “Social scientists conducting field studies of disaster quickly discovered, however, that disasters also provide an exceptionally valuable opportunity to study some basic and enduring scientific problems about the nature of human nature and group life. Disasters provide a realistic laboratory for testing the integration, stamina, and recuperative power of large-scale social systems. They are the sociological equivalent of engineering experiments that test the capacity of machines to withstand extreme physical stresses.” (Fritz 1961, p. 654)
  • 29.
    Social Sciences “Social scientistsconducting field studies of disaster quickly discovered, however, that disasters also provide an exceptionally valuable opportunity to study some basic and enduring scientific problems about the nature of human nature and group life. Disasters provide a realistic laboratory for testing the integration, stamina, and recuperative power of large-scale social systems. They are the sociological equivalent of engineering experiments that test the capacity of machines to withstand extreme physical stresses.” (Fritz 1961, p. 654) 35 Types of Research Basic and applied - Basic research is theoretical, while applied seeks a more immediate answer to a practical problem. Primary and secondary - Primary research involves collecting original data, while secondary research relies on existing data. Cross-sectional and longitudinal - Cross-sectional research takes a “snapshot” at one point in time, while longitudinal research tracks changes over time. Individual and aggregate - Unlike individual research, aggregate research seeks to learn about larger groups, including families and households, organizations, communities, and entire societies. Types of Research Basic and applied - Basic research is theoretical, while applied seeks a more immediate answer to a practical problem.
  • 30.
    Primary and secondary- Primary research involves collecting original data, while secondary research relies on existing data. Cross-sectional and longitudinal - Cross-sectional research takes a “snapshot” at one point in time, while longitudinal research tracks changes over time. Individual and aggregate - Unlike individual research, aggregate research seeks to learn about larger groups, including families and households, organizations, communities, and entire societies. 36 Research Methods and the Phases of Disaster Surveys: household preparedness levels, evacuation decision making, satisfaction with recovery efforts, public support for proposed mitigation policies. Interviews: overall community preparedness levels, organizational response and recovery activities and challenges, effectiveness of mitigation efforts. Observations: evaluating drills and exercises during preparedness, organizational response and recovery activities and challenges. Research Methods and the Phases of Disaster Surveys: household preparedness levels, evacuation decision making, satisfaction with recovery efforts, public support for proposed mitigation policies. Interviews: overall community preparedness levels, organizational response and recovery activities and challenges, effectiveness of mitigation efforts. Observations: evaluating drills and exercises during
  • 31.
    preparedness, organizational responseand recovery activities and challenges. 37 Research Methods and the Phases of Disaster Archives: internal memos to study response activities, after - action reports to study preparedness efforts (e.g., 9/11 commission report), newspapers to study ongoing recovery and mitigation efforts. Spatial tools (e.g., GPS, GIS and remote sensing): real-time damage assessment during response, mapping hazards and vulnerable populations during preparedness and mitigation, tracking recovery progress. Research Methods and the Phases of Disaster Archives: internal memos to study response activities, after- action reports to study preparedness efforts (e.g., 9/11 commission report), newspapers to study ongoing recovery and mitigation efforts. Spatial tools (e.g., GPS, GIS and remote sensing): real -time damage assessment during response, mapping hazards and vulnerable populations during preparedness and mitigation, tracking recovery progress. 38 Ethics and Challenges of Performing Disaster Research
  • 32.
    Research ethics Respect forpersons Benefits and risks Justice Research challenges Logistics Respondent availability and accessibility Emotions and human suffering Ethics and Challenges of Performing Disaster Research Research ethics Respect for persons Benefits and risk Justice Research challenges Logistics Respondent availability and accessibility Emotions and human suffering 39 Student interactivity exercises Locate and read a recent research article (within the past 5 years) on a topic of emergency management interest to you published in one of the Academic journals listed in box 3.3. then write a one page paper in APA 6th Edition format answering the following questions: 1) What was the primary research question? 2) How did the researcher(s) gather data to answer the question? 3) Do you agree with the findings? How could the research have been improved?
  • 33.
    Your exercises forthis module should be submitted in one document and should be grammatically correct, with the correct spelling using the APA 6th Edition format. Each exercise should be a separate page in your document; all work will be submitted in one file. When you complete one exercise, start the next exercise on the next page. You also need to have a cover sheet and references page using APA 6th Edition format; the body of the paper needs to be in APA 6th Edition format as well. Student Interactivity Exercises Write a one page paper in essay format using APA 6th edition format answering the following questions: What was the primary research question? How did the researcher(s) gather data to answer the question? Do you agree with the findings? How could the research have been improved? Your exercises for this module should be submitted in one document and should be grammatically correct, with the correct spelling using the APA 6th Edition format. Each exercise should be a separate page in your document; all work will be submitted in one file. When you complete one exercise, start the next exercise on the next page. You also need to have a cover sheet and references page using APA 6th Edition format; the body of the paper needs to be in APA 6th Edition format as well. 40 Student interactivity exercises Write a one page paper in essay format using APA 6th edition format answering the following questions:
  • 34.
    1) Why isscientific research valuable to the practice of emergency management? 2) What are some of the benefits to understanding science and research? 3) Why did the U.S. Military begin funding researchers to study disasters in the 1950s? What kinds of questions did the military want answered? What answers have researchers provided over the years? Your exercises for this module should be submitted in one document and should be grammatically correct, with the correct spelling using the APA 6th Edition format. Each exercise should be a separate page in your document; all work will be submitted in one file. When you complete one exercise, start the next exercise on the next page. You also need to have a cover sheet and references page using APA 6th Edition format; the body of the paper needs to be in APA 6th Edition format as well. Student Interactivity Exercises Write a one page paper in essay format using APA 6th edition format answering the following questions: Why is scientific research valuable to the practice of emergency management? What are some of the benefits to understanding science and research? Why did the U.S. Military begin funding researchers to study disasters in the 1950s? What kinds of questions did the military want answered? What answers have researchers provided over the years? Your exercises for this module should be submitted in one document and should be grammatically correct, with the correct spelling using the APA 6th Edition format. Each exercise should
  • 35.
    be a separatepage in your document; all work will be submitted in one file. When you complete one exercise, start the next exercise on the next page. You also need to have a cover sheet and references page using APA 6th Edition format; the body of the paper needs to be in APA 6th Edition format as well. 41 Module 1 At A Glance: Chapters 1, 3, 4 Chapter 1: History and current status of emergency management Chapter 3: Research methods and practice of emergency management Chapter 4: Current, new, and emerging hazards and disasters Module 1 At A Glance Chapter 1: History and current status of emerge ncy management Chapter 3: Research methods and practice of emergency management Chapter 4: Current, new, and emerging hazards and disasters 42 Chapter 4 Learning Objectives: Realize that we will have more, worse and new types of disasters. Comprehend the rationale behind this trend of disasters. Make clear the different scales, measures, and types of natural disasters. Explain how humans influence disaster types and trends.
  • 36.
    Understand terrorists’ toolsfor creating disasters. Point out new disasters that could happen and around which emergency management agencies are currently taking action. Chapter 4 Learning Objectives Realize that we will have more, worse and new types of disasters. Comprehend the rationale behind this trend of disasters. Make clear the different scales, measures, and types of natural disasters. Explain how humans influence disaster types and trends. Understand terrorists’ tools for creating disasters. Point out new disasters that could happen and around which emergency management agencies are currently taking action. 43 Predictions and Trends Quarantelli’s prediction More disasters Worse disasters New types of disasters Rationale More people Higher population densities More living next to hazardous facilities Research confirms these trends
  • 37.
    Predictions and Trends Quarantelli’sprediction More disasters Worse disasters New types of disasters Rationale More people Higher population densities More living next to hazardous facilities Research confirms these trends 44 Natural Hazards Patterns Tornadoes Hurricanes Earthquakes Floods Wildfires Tsunamis Other events Natural Hazards Patterns Tornadoes Hurricanes Earthquakes Floods
  • 38.
    Wildfires Tsunamis Other events 45 EF TornadoScale Enhanced Fujita Scale (EF) number 3 second gust (mph) (EF-scale) rates the strength of tornadoes in the United States and Canada based on the damage they cause. 0 65-85 1 86-110 2 111-135 3 136-165 4 166-200 5 over 200 Source: http://www.Spc.Noaa.Gov/faq/tornado/ef-scale.Html EF Tornado Scale Enhanced Fujita Scale (EF) number 3 second gust (mph) (EF-scale) rates the strength of tornadoes in the United States and Canada based on the damage they cause. 0 65-85 1 86-110 2 111-135 3 136-165 4 166-200 5 over 200
  • 39.
    Source: http://www.Spc.Noaa.Gov/faq/tornado/ef-scale.Html 46 Saffir-Simpson HurricaneScale Category one: 74-95 mph winds - no real damage to building structures. Damage primarily to unanchored mobile homes, shrubbery, and trees. Also, some coastal road flooding and minor pier damage. Category two: 96-110 mph winds - some roofing material, door, and window damage to buildings. Considerable damage to vegetation, mobile homes, and piers. Coastal and low -lying escape routes flood 2-4 hours before arrival of center. Small craft in unprotected anchorages break moorings. Category three: 111-130 mph winds - some structural damage to small residences and utility buildings with a minor amount of curtain wall failures. Mobile homes are destroyed. Flooding near the coast destroys smaller structures with larger structures damaged by floating debris. Terrain continuously lower than 5 feet ASL may be flooded inland 8 miles or more. Saffir-Simpson Hurricane Scale Category one: 74-95 mph winds - no real damage to building structures. Damage primarily to unanchored mobile homes, shrubbery, and trees. Also, some coastal road flooding and minor pier damage. Category two: 96-110 mph winds - some roofing material, door, and window damage to buildings. Considerable damage to vegetation, mobile homes, and piers. Coastal and low -lying escape routes flood 2-4 hours before arrival of center. Small
  • 40.
    craft in unprotectedanchorages break moorings. Category three: 111-130 mph winds - some structural damage to small residences and utility buildings with a minor amount of curtain wall failures. Mobile homes are destroyed. Flooding near the coast destroys smaller structures with larger structures damaged by floating debris. Terrain continuously lower than 5 feet ASL may be flooded inland 8 miles or more. 47 Saffir-Simpson Hurricane Scale (cont.) Category four: 131-155 mph winds - more extensive curtain wall failures with some complete roof structure failure on small residences. Major erosion of beach. Major damage to lower floors of structures near the shore. Terrain continuously lower than 10 feet ASL may be flooded requiring massive evacuation of residential areas inland as far as 6 miles. Category five: greater than 155 mph winds - complete roof failure on many residences and industrial buildings. Some complete building failures with small utility buildings blown over or away. Major damage to lower floors of all structures located less than 15 feet ASL and within 500 yards of the shoreline. Massive evacuation of residential areas on low ground within 5 to 10 miles of the shoreline may be required. Saffir-Simpson Hurricane Scale (continued) Category four: 131-155 mph winds - more extensive curtain wall failures with some complete roof structure failure on small residences. Major erosion of beach. Major damage to lower
  • 41.
    floors of structuresnear the shore. Terrain continuously lower than 10 feet ASL may be flooded requiring massive evacuation of residential areas inland as far as 6 miles. Category five: greater than 155 mph winds - complete roof failure on many residences and industrial buildings. Some complete building failures with small utility buildings blown over or away. Major damage to lower floors of all structures located less than 15 feet ASL and within 500 yards of the shoreline. Massive evacuation of residential areas on low ground within 5 to 10 miles of the shoreline may be required. 48 Storms (blue) and Hurricanes (red) Storms (Blue) and Hurricanes (Red) Annual number of names storms and major hurricanes 49 Abbreviated Modified Mercalli Scale Not felt except by a very few under especially favorable conditions. Felt only by a few persons at rest, especially on upper floors of buildings. Felt quite noticeably by persons indoors, especiall y on upper floors of buildings. Many people do not recognize it as an earthquake. Standing motor cars may rock slightly. Vibrations similar to the passing of a truck. Duration estimated. Felt indoors by many, outdoors by few during the day. At night, some awakened. Dishes, windows, doors disturbed; walls make
  • 42.
    cracking sound. Sensationlike heavy truck striking building. Standing motor cars rocked noticeably. Felt by nearly everyone; many awakened. Some dishes, windows broken. Unstable objects overturned. Pendulum clocks may stop. Abbreviated Modified Mercalli Scale Not felt except by a very few under especially favorable conditions. Felt only by a few persons at rest, especially on upper floors of buildings. Felt quite noticeably by persons indoors, especially on upper floors of buildings. Many people do not recognize it as an earthquake. Standing motor cars may rock slightly. Vibrations similar to the passing of a truck. Duration estimated. Felt indoors by many, outdoors by few during the day. At ni ght, some awakened. Dishes, windows, doors disturbed; walls make cracking sound. Sensation like heavy truck striking building. Standing motor cars rocked noticeably. Felt by nearly everyone; many awakened. Some dishes, windows broken. Unstable objects overturned. Pendulum clocks may stop. 50 Abbreviated Modified Mercalli Scale Felt by all, many frightened. Some heavy furniture moved; a few instances of fallen plaster. Damage slight. Damage negligible in buildings of good design and construction; slight to moderate in well-built ordinary structures; considerable damage in poorly built or badly designed structures; some chimneys broken. Damage slight in specially designed structures; considerable
  • 43.
    damage in ordinarysubstantial buildings with partial col lapse. Damage great in poorly built structures. Fall of chimneys, factory stacks, columns, monuments, walls. Heavy furniture overturned. Damage considerable in specially designed structures; well - designed frame structures thrown out of plumb. Damage great in substantial buildings, with partial collapse. Buildings shifted off foundations. Abbreviated Modified Mercalli Scale Felt by all, many frightened. Some heavy furniture moved; a few instances of fallen plaster. Damage slight. Damage negligible in buildings of good design and construction; slight to moderate in well-built ordinary structures; considerable damage in poorly built or badly designed structures; some chimneys broken. Damage slight in specially designed structures; considerable damage in ordinary substantial buildings with partial collapse. Damage great in poorly built structures. Fall of chimneys, factory stacks, columns, monuments, walls. Heavy furniture overturned. Damage considerable in specially designed structures; well - designed frame structures thrown out of plumb. Damage great in substantial buildings, with partial collapse. Buildings shifted off foundations. 51 Abbreviated Modified Mercalli Scale Some well-built wooden structures destroyed; most masonry and frame structures destroyed with foundations. Rails bent. Few, if any (masonry) structures remain standing. Bridges destroyed. Rails bent greatly.
  • 44.
    Damage total. Linesof sight and level are distorted. Objects thrown into the air. Abbreviated Modified Mercalli Scale (continued) Some well-built wooden structures destroyed; most masonry and frame structures destroyed with foundations. Rails bent. Few, if any (masonry) structures remain standing. Bridges destroyed. Rails bent greatly. Damage total. Lines of sight and level are distorted. Objects thrown into the air. 52 Tsunamis and Floods Most losses in US Annually most deadly in US – average 127 deaths Half of deaths in automobiles In U.S., Over $5 billion in losses annually Similar patterns world wide 25,000 deaths annually $50 billion in losses annually Most deadly in Asia Tsunamis and Floods Most losses in US Annually most deadly in US – average 127 deaths
  • 45.
    Half of deathsin automobiles In U.S., Over $5 billion in losses annually Similar patterns world wide 25,000 deaths annually $50 billion in losses annually Most deadly in Asia 53 Wildfire Patterns U.S. Cases dramatically increased since 1987 4 times as many events over 6 times the area Causes include: Warming trends Federal banning of strategic burning More homes next to forests Australia suffering from similar patterns More and worse events Similar causes Wildfire Patterns U.S. Cases dramatically increased since 1987 4 times as many events over 6 times the area Causes include: Warming trends Federal banning of strategic burning More homes next to forests Australia suffering from similar patterns More and worse events Similar causes
  • 46.
    54 Other Hazards Volcanoes Worldwide Rare butcan be devastating Disrupt air travel and electronics Global Warning Data suggest warming over last century Causes still not clear Sunspots and other solar patterns? Human generation of carbon dioxide? Biological events Black plague 1917 influenza Recent SARS H1N1 threat Ebola Chemical incidents Chernobyl Institute, West Virginia Gulf oil spill
  • 47.
    Other Hazards Volcanoes Worldwide Rare butcan be devastating Disrupt air travel and electronics Global Warning Data suggest warming over last century Causes still not clear Sunspots and other solar patterns? Human generation of carbon dioxide? Chemical incidents Chernobyl Institute, West Virginia Gulf oil spill Biological events Black plague 1917 influenza Recent SARS H1N1 threat Ebola 55 Radiological and Nuclear
  • 48.
    These hazards havea high “fear factor” Low probability / high consequence events Radiological events Three mile island Chernobyl Japan catastrophe Nuclear events World war II nuclear bombs Terrorist threat Radiological and Nuclear These hazards have a high “fear factor” Low probability / high consequence events Radiological events Three mile island Chernobyl Japan catastrophe Nuclear events World war II nuclear bombs Terrorist threat 56 Terrorism Not a new means of political violence
  • 49.
    Primary use ofCBRN options Create fear Acts of terrorism is on the rise More distinct since September 11, 2001 attacks Year 2009 example 11,000 attacks About 15,000 deaths About 24,000 injuries Asia area of many attacks Terrorism Not a new means of political violence Primary use of CBRN options Create fear Acts of terrorism is on the rise More distinct since September 11, 2001 attacks Year 2009 example 11,000 attacks About 15,000 deaths About 24,000 injuries Asia area of many attacks 57 New and Emerging Hazards NaTechs
  • 50.
    Hurricane sandy Hurricane Katrina Hurricane,flooding, levee failure, chemical soup Compounding natural disasters Japanese catastrophe Earthquake, tsunami, nuclear plant meltdown and radiation Computer failures and cyber terrorism Pandemics and bioterrorism Outer space hazards Solar flares destroying electrical circuits Asteroids In short, Quarantelli’s prediction is worth considering New and Emerging Hazards NaTechs Hurricane sandy Hurricane Katrina Hurricane, flooding, levee failure, chemical soup Compounding natural disasters Japanese catastrophe Earthquake, tsunami, nuclear plant meltdown and radiation Computer failures and cyber terrorism Pandemics and bioterrorism Outer Space Hazards Solar Flares destroying electrical circuits Asteroids In short, Quarantelli’s prediction is worth considering 58
  • 51.
    Student interactivity exercises Writea one page paper in essay format using APA 6th edition format answering the following questions: 1) What are the factors that could explain why the number of natural disasters continue to be increasing? Is it that there are just more disasters, other factors, or both? 2) What is the general purpose(s) of the disaster scales presented in this chapter? How are they used? For whom are these scales useful? 3) What are some NaTech events that could impact your community? Is there any way to identify prepare for or mitigate NaTechs? 4) What are some examples of natural or technological disasters that could also be used as tools by terrorists? Student Interactivity Exercises Write a one page paper in essay format using APA 6th edition format answering the following questions: What are the factors that could explain why the number of natural disasters continue to be increasing? Is it that there are just more disasters, other factors, or both? What is the general purpose(s) of the disaster scales presented in this chapter? How are they used? For whom are these scales useful? What are some NaTech events that could impact your community? Is there any way to identify prepare for or mitigate NaTechs? What are some examples of natural or technological disasters that could also be used as tools by terrorists? 59
  • 52.
    Student interactivity exercises Yourexercises for this module should be submitted in one document and should be grammatically correct, with the correct spelling using the APA 6th edition format. Each exercise should be a separate page in your document; all work will be submitted in one file. When you complete one exercise, start the next exercise on the next page. You also need to have a cover sheet and references page using APA 6th edition format; the body of the paper needs to be in APA 6th edition format as well. Student Interactivity Exercises Your exercises for this module should be submitted in one document and should be grammatically correct, with the correct spelling using the APA 6th Edition format. Each exercise should be a separate page in your document; all work will be submitted in one file. When you complete one exercise, start the next exercise on the next page. You also need to have a cover sheet and references page using APA 6th Edition format; the body of the paper needs to be in APA 6th Edition format as well. 60 Student interactivity exercises FEMA Computer Based Training: Lesson 2 - Emergency Management Partners Once you have completed a lesson, you are required to take a screenshot of the “lessons list” and paste it onto the final pages of your Student Interactivity Exercises following the references page (if used). You must paste the screenshot at the end of the Student Interactivity Exercises as proof that the lesson has been completed. There should be a checkmark next to the completed
  • 53.
    lesson. Failure todo so will result in the loss of the points associated with the FEMA Training. Student Interactivity Exercises FEMA Computer Based Training: Lesson 2 - Emergency Management Partners Once you have completed a lesson, you are required to take a screenshot of the “lessons list” and paste it onto the final pages of your Student Interactivity Exercises following the references page (if used). You must paste the screenshot at the end of the Student Interactivity Exercises as proof that the lesson has been completed. There should be a checkmark next to the completed lesson. Failure to do so will result in the loss of the points associated with the FEMA Training. 61 Additional resources FEMA planning resources: http://www.Fema.Gov/emergency/disasterhousing/planning_reso urces.Shtm Comprehensive preparedness guide 101: http://www.Fema.Gov/pdf/about/divisions/npd/CPG_101 _V2.Pd f. National response framework resource center: http://www.Fema.Gov/emergency Additional Resources FEMA planning resources:
  • 54.
    http://www.Fema.Gov/emergency/disasterhousing/planning_reso urces.Shtm Comprehensive preparedness guide101: http://www.Fema.Gov/pdf/about/divisions/npd/CPG_101_V2.Pd f. National response framework resource center: http://www.Fema.Gov/emergency 62 Name: Bibliography Assignment · Instructions: Create a working bibliography (also sometimes called Works Cited or References page) of at least six (6) sources in one of the approved formats in Chicago/Turabian style. Your bibliography must include the following source types: · Two primary sources · One scholarly journal article – this must be a peer-reviewed journal article, not a book review or a student published article · One secondary source – may not be the Yawp · One additional source of your choosing – may not be a source from the eText or a tertiary source (tertiary sources are reference materials, like encyclopedias, dictionaries, and textbooks) Your annotation must include the following information · A summary of the content of the source or the content of the online exhibit · A summary of the author’s thesis and conclusions or the purpose of the online exhibit · A description of the evidence that the author used to support the thesis or a description of the images in the online exhibit · A statement about how and why the source will be helpful for your own research
  • 55.
    Assignment Format: Primary Source#1 Citation- Annotation: Primary Source #2 Citation- Annotation: Scholarly Journal #1 Citation- Annotation: Secondary Source 1 Citation- Annotation: An Additional Source
  • 56.
    Citation- Annotation: Module One Exercises StudentInteractivity Exercises: Module One Instructions: Please note that the lecture provides detail important to the successful completion of the Student Interactivity Exercises for this module. Please be sure to review the audio lecture prior to completing these exercises. In order to fully complete the exercises, please do the following: (1) Read the question carefully. (2) Identify the major concepts related to the question from the textbook (the lectures are very helpful for this). (3) Answer the questions fully, using concepts and terminology from the textbook relevant to the question. (4) Answer all parts of the questions. (5) Cite your sources using APA formatting using https://owl.english.purdue.edu/owl/resource/560/10/ (6) Put all answers in your own words. If you have questions at any time regarding the questions,
  • 57.
    please contact yourinstructor right away. Thank you! Student Interactivity Questions for all Chapters in the Module [numbers correspond to slide numbers in lecture]: · Your Student Interactivity Exercises for this module should be submitted in one document, and should be grammatically correct, with APA formatting used. · All research used to complete this assignment needs to be cited using APA citation format. [24] · In a one page paper in essay format using APA 6th Edition format answer the following questions from Chapter 1: · What are the main origins and roots of emergency management? · Why did President Jimmy Carter establish FEMA? What were the reasons it was established? · What are some of the major successes and failures of FEMA since 1979? What factors led to these successes or failures? · Your exercises for this module should be submitted in one document and should be grammatically correct, with the correct spelling using the APA 6th Edition format. Each exercise should be a separate page in your document; all work will be submitted in one file. When you complete one exercise, start the next exercise on the next page. You also need to have a cover sheet and references page using APA 6th Edition format; the body of the paper needs to be in APA 6th Edition format as well. [25] FEMA Computer Based Training: Hello Students you may begin the FEMA course by going to: IS-230.D: Fundamentals of Emergency Management at http://training.fema.gov/is/courseoverview .aspx?code=IS-230.d and then begin Lesson 1- Emergency Management Overview
  • 58.
    · Once youhave completed a lesson, you are required to take a screenshot of the “lessons list” and paste it onto the final pages of your Student Interactivity Exercises following the references page (if used). You must paste the screenshot at the end of the Student Interactivity Exercises as proof that the lesson has been completed. There should be a checkmark next to the completed lesson. Failure to do so will result in the loss of the points associated with the FEMA Training. [39] · Write a one page paper in essay format using APA 6th edition format answering the following questions: 1. Why is scientific research valuable to the practice of emergency management? 2. What are some of the benefits to understanding science and research? 3. Why did the U.S. Military begin funding researchers to study disasters in the 1950s? What kinds of questions did the military want answered? What answers have researchers provided over the years? · Your exercises for this module should be submitted in one document and should be grammatically correct, with the correct spelling using the APA 6th Edition format. Each exercise should be a separate page in your document; all work will be submitted in one file. When you complete one exercise, start the next exercise on the next page. You also need to have a cover sheet and references page using APA 6th Edition format; the body of the paper needs to be in APA 6th Edition format as well. [40] · Locate and read a recent research article (within the past 5 years) on a topic of emergency management interest to you published in one of the Academic journals listed in box 3.3. then write a one page paper in APA 6th Edition format
  • 59.
    answering the followingquestions: 1. What was the primary research question? 2. How did the researcher(s) gather data to answer the question? 3. Do you agree with the findings? How could the research have been improved? · Your exercises for this module should be submitted in one document and should be grammatically correct, with the correct spelling using the APA 6th Edition format. Each exercise should be a separate page in your document; all work will be submitted in one file. When you complete one exercise, start the next exercise on the next page. You also need to have a cover sheet and references page using APA 6th Edition format; the body of the paper needs to be in APA 6th Edition format as well. [58] · Write a one page paper in essay format using APA 6th edition format answering the following questions: 1. What are the factors that could explain why the number of natural disasters continue to be increasing? Is it that there are just more disasters, other factors, or both? 2. What is the general purpose(s) of the disaster scales presented in this chapter? How are they used? For whom are these scales useful? 3. What are some Natech events that could impact your community? Is there any way to identify prepare for or mitigate Natechs? · Your exercises for this module should be submitted in one document and should be grammatically correct, with the correct spelling using the APA 6th edition format. Each exercise should be a separate page in your document; all work will be submitted in one file. When you complete one exercise, start the next exercise on the next page. You also need to have a cover sheet and references page using APA 6th edition format; the body of the paper needs to be in APA 6th edition format as well. [59]
  • 60.
    · FEMA ComputerBased Training: Lesson 2 - Emergency Management Partners · Once you have completed a lesson, you are required to take a screenshot of the “lessons list” and paste it onto the final pages of your Student Interactivity Exercises following the references page (if used). You must paste the screenshot at the end of the Student Interactivity Exercises as proof that the lesson has been completed. There should be a checkmark next to the completed lesson. Failure to do so will result in the loss of the points associated with the FEMA Training. ERM 1200 Introduction to Emergency Management 3