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 Management (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=is-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/courseoverview.Aspx?Code=is-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 ...
Class, this is the final forum of the course. From our readings fro.docxgordienaysmythe
Class, this is the final forum of the course. From our readings from Week 8, we see that field of emergency management including the Incident Command System and NIMS have changed drastically over the years. The NIC has been developed in order to make sure that our incident management systems are as efficient and effective as possible. Going forward, there will inevitably be changes that will positively impact our emergency response and disaster planning organizations. In the past 50 years we have seen significant changes to the field of emergency management in our country. Some of the notable turning points in the field of emergnecy management include the following:
1974 - Disaster Relief Act of 1974
- The Disaster Relief Act of 1974 authorized the president of the United States to implement a program of disaster preparedness and relief aid that would enable use of all federal agencies. The Disaster Relief Act of 1974 states that any federal assistance offered is dependent upon the president authorizing such aid in the form of issuing a declaration.
1979
- FEMA is created.
1988 - Stafford Act
- Part of the reason for the change from the Disaster Relief Act of 1974 to the Stafford Act was the fact that the federal government was concerned about expanding disaster declarations beyond only natural disasters, and this included other types of incidents such as technological disasters (Three Mile Island in PA) and other instances outside the scope of natural disasters. Terrorism is not yet included. Federal assistance could be requested by the state on behalf of either the local government or state government. However, the request from the state must come from the governor.
2002 - Homeland Security Act
- The September 11, 2001 terrorist attacks resulted in the creation of the Department of Homeland Security (DHS). FEMA is now included under the umbrella of DHS.
HSPD-5 established the National Incident Management System (NIMS) and the National Response Plan (NRP).
HSPD-8 established policies to strengthen the preparedness of the United States to prevent and respond to threatened or actual domestic terrorist attacks, major disasters, and other emergencies by requiring a national domestic all-hazards preparedness goal, establishing mechanisms for improved delivery of Federal preparedness assistance to State and local governments, and outlining actions to strengthen preparedness capabilities of Federal, State, and local entities.
2005 - Post-Katrina Emergency Management Reform Act
- the performance of FEMA and other emergency management agencies during Hurricane Katrina results in the Post-Katrina Emergency Management Reform Act (
PKEMRA
) of 2006. The act enhances FEMA's responsibilities and its autonomy within DHS. Significant and meaningful changes to FEMA were made to increase preparedness levels of the general population and aid in mitigation and resilience efforts. These changes also included incident managem.
ERM 1200 Introduction to Emergency ManagementModule 2 ChapterTanaMaeskm
ERM 1200 Introduction to Emergency Management
Module 2: Chapters 7, 8, and 9
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 Management (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.
If you haven’t done so already: 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=is-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/courseoverview.Aspx?Code=is-230.D
Read the FEMA course “IS-230.D: Fundamentals of Emergency Management” overview.
3
Module 2 At A Glance: Chapters 7, 8, 9
Chapter 7: Disaster Planning
Chapter 8: Disaster Response
Chapter 9: Disaster Recovery
Module 2 At A Glance
Chapter 7: Disaster Planning
Chapter 8: Disaster Response
Chapter 9: Disaster Recovery
4
Chapter 7 Learning Objectives:
Understand that disaster planning serves as a central means to enhance all levels of preparedness.
Explain why disaster planning is a process, not just completing a piece of paper.
Outline critical steps involved in family and household disaster planning.
Describe fundamental steps ...
Class, this is the final forum of the course. From our readings fro.docxgordienaysmythe
Class, this is the final forum of the course. From our readings from Week 8, we see that field of emergency management including the Incident Command System and NIMS have changed drastically over the years. The NIC has been developed in order to make sure that our incident management systems are as efficient and effective as possible. Going forward, there will inevitably be changes that will positively impact our emergency response and disaster planning organizations. In the past 50 years we have seen significant changes to the field of emergency management in our country. Some of the notable turning points in the field of emergnecy management include the following:
1974 - Disaster Relief Act of 1974
- The Disaster Relief Act of 1974 authorized the president of the United States to implement a program of disaster preparedness and relief aid that would enable use of all federal agencies. The Disaster Relief Act of 1974 states that any federal assistance offered is dependent upon the president authorizing such aid in the form of issuing a declaration.
1979
- FEMA is created.
1988 - Stafford Act
- Part of the reason for the change from the Disaster Relief Act of 1974 to the Stafford Act was the fact that the federal government was concerned about expanding disaster declarations beyond only natural disasters, and this included other types of incidents such as technological disasters (Three Mile Island in PA) and other instances outside the scope of natural disasters. Terrorism is not yet included. Federal assistance could be requested by the state on behalf of either the local government or state government. However, the request from the state must come from the governor.
2002 - Homeland Security Act
- The September 11, 2001 terrorist attacks resulted in the creation of the Department of Homeland Security (DHS). FEMA is now included under the umbrella of DHS.
HSPD-5 established the National Incident Management System (NIMS) and the National Response Plan (NRP).
HSPD-8 established policies to strengthen the preparedness of the United States to prevent and respond to threatened or actual domestic terrorist attacks, major disasters, and other emergencies by requiring a national domestic all-hazards preparedness goal, establishing mechanisms for improved delivery of Federal preparedness assistance to State and local governments, and outlining actions to strengthen preparedness capabilities of Federal, State, and local entities.
2005 - Post-Katrina Emergency Management Reform Act
- the performance of FEMA and other emergency management agencies during Hurricane Katrina results in the Post-Katrina Emergency Management Reform Act (
PKEMRA
) of 2006. The act enhances FEMA's responsibilities and its autonomy within DHS. Significant and meaningful changes to FEMA were made to increase preparedness levels of the general population and aid in mitigation and resilience efforts. These changes also included incident managem.
ERM 1200 Introduction to Emergency ManagementModule 2 ChapterTanaMaeskm
ERM 1200 Introduction to Emergency Management
Module 2: Chapters 7, 8, and 9
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 Management (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.
If you haven’t done so already: 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=is-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/courseoverview.Aspx?Code=is-230.D
Read the FEMA course “IS-230.D: Fundamentals of Emergency Management” overview.
3
Module 2 At A Glance: Chapters 7, 8, 9
Chapter 7: Disaster Planning
Chapter 8: Disaster Response
Chapter 9: Disaster Recovery
Module 2 At A Glance
Chapter 7: Disaster Planning
Chapter 8: Disaster Response
Chapter 9: Disaster Recovery
4
Chapter 7 Learning Objectives:
Understand that disaster planning serves as a central means to enhance all levels of preparedness.
Explain why disaster planning is a process, not just completing a piece of paper.
Outline critical steps involved in family and household disaster planning.
Describe fundamental steps ...
Chapter 29Natural and Manmade DisastersObjectivesEstelaJeffery653
Chapter 29
Natural and Manmade Disasters
Objectives
Identify the types of disasters.
Discuss the characteristics of disasters.
Describe the stages of a disaster.
Discuss the stages of disaster management.
Describe the roles of federal, state, local, and volunteer agencies involved in disaster management.
Identify potential bioterrorist chemical and biological agents.
Discuss the impact of disasters on a community.
Describe the role and responsibilities of nurses in relation to disasters.
Natural and Manmade Disasters
Health of a community affected by disasters
Programs created to address disasters:
National
State
Local
National Incident Management System (NIMS)
Provides systematic way for government and nongovernmental agencies to work seamlessly to:
Prevent, protect against, respond to, recover from effects of disasters
Disaster Definitions
A disaster is any event that causes a level of destruction, death, or injury that affects the abilities of the community to respond to the incident using available resources.
Mass casualty involves 100+ individuals.
Multiple casualty involves 2 to 99 individuals.
Casualties classified as:
Direct victim
Indirect victim
Displaced person
Refugee
Types of Disasters
Natural disasters
Weather events, earthquakes, volcanoes, diseases
Manmade disasters
Wars, structural collapses, accidents, riots, pollution
Terrorism
May include use of weapons of mass destruction
Combination disasters
NA-TECH (natural/technological) disaster—a natural disaster that creates or results in a widespread technological problem
Characteristics of Disasters (1 of 3)
Frequency—how often a disaster occurs
Predictability—ability to determine when and whether a disaster will occur
Mitigation—actions taken to reduce loss of life and property
Take action before disaster happens
Imminence—speed of onset and anticipated duration of incident
Characteristics of Disasters (2 of 3)
Primary prevention—preventing occurrence of disaster or limiting consequences
Risk map—geographic map of area analyzed for potential disaster
Resource map—geographic map outlines resources available if area affected by disaster
Secondary prevention—strategies are implanted once the disaster occurs
Tertiary prevention—recovery
Characteristics of Disasters (3 of 3)
Scope—the range of the effects of the disaster
Number of casualties—number of individuals affected, injured, or killed
Intensity—level of destruction and devastation
Disaster Management
Requires interdisciplinary, collaborative team effort
Network of agencies and individuals
Planning creates a quicker and more efficient response.
Ensures resources are available
Roles and responsibilities of all personnel and agencies, both official and unofficial, are delineated.
Local, State, and Federal Governmental Responsibilities (1 of 3)
Local government
Prepare citizens for all kinds of emergencies and disasters
Office of Emergency Management
Mock drills
State government
Assist ...
11112016 IS230.d Fundamentals of Emergency Management F.docxpaynetawnya
11/11/2016 IS230.d Fundamentals of Emergency Management | FEMA Emergency Management Institute (EMI)
https://training.fema.gov/is/examform.aspx?id=230.d 1/7
Final Exam for: IS230.d: Fundamentals of Emergency Management
Privacy Act Statement (Public Law 93 579)
Each time that this test is loaded, you will receive a unique set of questions and answers. The test questions are
scrambled to protect the integrity of the exam.
Display All
1. Which of the following is NOT a key function of the Multiagency Coordination System?
A. Situation assessment
B. Interagency activities
C. Incident command
D. Critical resource planning
2. What capabilities focus on saving lives, protecting property and the environment, and
meeting basic human needs and begin when an incident is imminent or immediately after an
event occurs?
A. Readiness
B. Recovery
C. Rescue
D. Response
3. Which FEMA mitigation program assists in implementing longterm hazard mitigation
measures following Presidential disaster declarations?
A. Hazard Mitigation Grant Program (HMGP)
B. Repetitive Flood Claims (RFC)
C. Severe Repetitive Loss (SRL)
D. PreDisaster Mitigation (PDM)
4. The local emergency manager has the responsibility for coordinating emergency
management programs and activities. A local emergency manger is responsible for all of the
following activities EXCEPT FOR:
A. Managing resources before, during, and after a major emergency or disaster.
B. Identifying and analyzing the potential impacts of hazards that threaten the jurisdiction.
C. Developing an Incident Action Plan that specifies tactics for first responders
D. Coordinating the planning process and working cooperatively with response partners.
https://training.fema.gov/IS/privacystatement.aspx
https://training.fema.gov/emi.aspx
https://training.fema.gov/emi.aspx
11/11/2016 IS230.d Fundamentals of Emergency Management | FEMA Emergency Management Institute (EMI)
https://training.fema.gov/is/examform.aspx?id=230.d 2/7
5. _____ is responsible for coordinating Federal resources Federal resources that support
State, local, tribal, and territorial efforts when a Federal emergency or disaster is declared.
A. FEMA
B. Local government
C. Regional government
D. State government
6. Specific areas of authority and responsibilities for emergency management should be
clearly stated in local ordinances and laws. These ordinances and laws should specify a
specific line of succession for elected officials and require that departments of government
establish lines of succession.
A. TRUE
B. FALSE
7. Which of the following statements about the Stafford Act is correct? Under the Stafford
Act:
A. The Federal assistance available for major disasters is more limited than that which is available for
emergencies.
B. The types of incidents that may qualify as a major disaster are extremely broad.
C. The President may only declare a major disaster at the request of a Governor ...
WELCOME To Introduction to Homeland SecurityCJUS254-1504A-02.docxalanfhall8953
WELCOME
To Introduction to Homeland Security
CJUS254-1504A-02
Professor Stephen E. Smith
Discussion Board: Primary Posting Due Wednesday November 4, 2015 by 11:59 PM Central Time.
Review and reflect on the knowledge you have gained from this course. Based on your review and reflection, write at least three paragraphs on the following:
What were the most compelling topics learned in this course?
How did participating in discussions help your understanding of the subject matter? Is anything still unclear that could be clarified?
What approaches could have yielded additional valuable information?
The main post should include at least 1 reference to research sources, and all sources should be cited using APA format.
Introduction To Homeland Security
History
On September 22, 2001 Pennsylvania Governor Tom Ridge was appointed as the first Director of the Office of Homeland Security in the White House
In June 2002, President George W. Bush proposed to create the new Department of Homeland Security that realigned various government activities into a single department whose primary mission is to protect our homeland
On 25 November 2002 Congress passed The Homeland Security Act (Public Law 107-296) which established a cabinet-level department
Introduction To Homeland Security
National Homeland Security Strategy
Guides, organizes, and unifies our Nation’s homeland security efforts
Prevents and disrupts terrorist attacks
Protect the American People, our critical infrastructure, and key resources
Respond to and recover from incidents that do occur
Continue to strengthen the foundation to ensure our long-term success
Introduction To Homeland Security
Department of Homeland Security Mission
Build A Resilient Nation
Safeguard and Secure Cyberspace
Strengthen the Security Enterprise
Administer Immigration Laws
Preventing terrorism and enhance security
Secure and Manage Borders
Introduction To Homeland Security
25 Homeland Security Presidential Directives
1. Organizational & Operation of the Homeland
Security Council
2. Combating Terrorism Through Immigration Policies
3. Homeland Security Advisory System
4. National Strategy to Combat Weapons of Mass
Destruction
5. Management of Domestic Incidents
6. Integration and Use of Screening Information to
Protect Against Terrorism
7. Critical Infrastructure Identification, Prioritization
and Protection
8. National Preparedness
9. Defense of United States Agriculture and Food
10. Biodefense for the 21st Century
11. Comprehensive Terrorist-Related Screening
Procedures
12. Policy for a Common Identification Standard for
Federal Employees and Contractors
13. Maritime Security Policy
14. Domestic Nuclear Detection
15. U.S. Strategy and Policy in the War on Terror
16. National Strategy for Aviation Security
17. Nuclear Materials Information Program
18. Medical Countermeasures Against Weapons of Mass
Destruct.
Nine-year-old Wandas teacher notices that for the past few weeks,.docxTanaMaeskm
Nine-year-old Wanda's teacher notices that for the past few weeks, Wanda has not been talking to her friends and is always sitting alone in a corner. After talking to Wanda's friends, the teacher finds out that Wanda's sixteen-year-old brother was killed in a gang fight two months ago and her parents have since separated. The teacher talks to her friend Daphne, a counselor, to see if there is anything she can do about Wanda. She wants to know if there is any way in which children and families affected by exposure to violence can be assisted with emotional impact of these events. The teacher also asks Daphne, in the role of a counselor, to call Wanda's parents to see if they would be willing to talk with her about the death of their son, their separation, and Wanda's behavior at school. Daphne is not employed or affiliated with the school.
What would be Daphne's role, as a counselor, in helping the teacher?
What do you see as important roles of a counselor working in a community?
What are the ethical responsibilities that counselors and human services professionals hold toward the community? When answering this question identify the ethical code number and definition, using your own words, of the ethical responsibilities of these professionals.
Briefly speak how you, as an ethical counselor, would respond to the teacher's request for you to speak with Wanda and her family.
DUE TODAY 10/25/16 @6PM eastern time
.
Newspapers frequently feature stories on how various democratic prin.docxTanaMaeskm
Newspapers frequently feature stories on how various democratic principles and processes contribute to democratic governance and impact a wide variety of issues, ranging from the distribution of flu vaccines to the appropriate legal venue for terrorist trials. Public policies that are formulated to address such issues come about as the result of the influence and application of various democratic principles and processes. In addition, competing interests and factions engage in the democratic process using tools such as lobbying or elections in an effort to leverage public policy. As you think about democratic principles and processes for this Assignment, take note of where you see their influence in recent public policy issues. To prepare for this Assignment: • Review the article “War v. Justice: Terrorism Cases, Enemy Combatants, and Political Justice in U.S. Courts” in this week’s Learning Resources. Take note of key democratic principles explained. Consider how the democratic principles in the article might influence public policy. • Review the articles “Strategic Lobbying: Demonstrating How Legislative Context Affects Interest Groups’ Lobbying Tactics” and “The Study of Party Factions as Competitive Political Organizations” in this week’s Learning Resources. • Think about the democratic processes used by lobbying groups and political factions to influence public policy. • Select a public policy issue related to your specialization or to an area with which you are familiar. • Select three democratic principles and/or processes that you think might influence the formulation of public policy related to your issue. • Reflect on how these principles and processes of democracy influence the formulation of the public policy you selected. The Assignment (2–3 pages): • Briefly describe the public policy issue you selected for this Assignment. • Using three democratic principles and/or processes of your choice, explain how you think these democratic principles and/or processes influence the formulation of public policy. • Based on your analysis, share at least one insight you gained about the influence of democratic principles and processes on the formulation of public policy. Or, if you live outside the United States, explain how these democratic principles might affect governance in your country.
.
Nice thought process and good example of foot into the door” ).docxTanaMaeskm
Nice thought process and good example of “foot into the door” :)!
You also appear to be a very smart person when it comes to being ware of other that may take advantage of one’s
Kindness!
Why do you think some people take advantage of the “foot into the door” in a negative way? What are your views on this? Other students may chime in! I love to hear
your views!!!!
Thanks for sharing and stay positive!
.
NIST and Risk Governance and Risk Management Please respond to the.docxTanaMaeskm
"NIST and Risk Governance and Risk Management" Please respond to the following:
NIST provides many procedures and much guidance on IT and information security-related topics.
Assess if NIST is too large and attempts to cover too many topics. Decide if NIST should separate into different entities for different major areas, such as IT governance, risk management, information security, and others.
Assess if the various NIST documents covering risk management topics and concepts are too spread out and should be more consolidated to provide better guidance to organizations when they are establishing risk management programs.
.
Nice thought process ;)!Some in social media agree with your v.docxTanaMaeskm
Nice thought process ;)!
Some in social media agree with your views:"… involving a breakdown in the relation between thought, emotion, and behavior,”.
Santrock (2006) support your views on this topic and also noted that one main type of schizophrenia is cationic (exhibits bizarre behavior, frequently causes immobile stupor
).
Do you think most people are aware that there are more than one type of schizophrenia?
What are your views on this?
Other students may chime in! I would love to hear your views ;)!
.
Newsletter pertaining to an oceanographic environmental issue 1500.docxTanaMaeskm
Newsletter pertaining to an oceanographic environmental issue
1500 words with minimum of 6 references.
must be submitted by Dec 10
Please do the newsletter talks about the Chinese fishery, mainly focus on the damage they made to the environment.
1500 words , with some well-designed pictures
due dec10th
please do more than 6 references, use the information get from references
please follow the format if the sample I attached.
.
Nicole Martins is the controller at UMC Corp., a publicly-traded man.docxTanaMaeskm
Nicole Martins is the controller at UMC Corp., a publicly-traded manufacturing company. Last year, UMC had annual sales revenue of $15 million. The first quarter of this year just ended, and Nicole needs to prepare a trial balance so she can prepare the quarterly financial statements. However, trial balance is out of balance by $750 (credits exceed debits).
Nicole is running out of time as the report is due today! Therefore, she decides to balance by plugging the $750 into the Equipment account. She chose the Equipment account because it has the largest account balance. Therefore, with the $750 added, it will be the least-misstated account.
Identify the stakeholders in the case.
Explain the ethical issues the case involves.
If you were Nicole, what would you do?
.
New and Orignal work. Please cite in MLA citation and use in text ci.docxTanaMaeskm
New and Orignal work. Please cite in MLA citation and use in text citations for the other sources you use. This essay is two pages long. I will list the poems this essay will be on below. Please highlight where you cite these poems so I can know where to add the in text citation. I need this essay completed by 8:00 pm sunday.
Theme: Loss of faith in institutional, cultural, and social foundation that could provide stability in the world
Poems: T.S. Eliot " The Waste Land"
W.B. Yeats " The Second Coming"
James Joyce "Ulysses"
.
More Related Content
Similar to ERM 1200 Introduction to Emergency ManagementModule 1 Chapter
Chapter 29Natural and Manmade DisastersObjectivesEstelaJeffery653
Chapter 29
Natural and Manmade Disasters
Objectives
Identify the types of disasters.
Discuss the characteristics of disasters.
Describe the stages of a disaster.
Discuss the stages of disaster management.
Describe the roles of federal, state, local, and volunteer agencies involved in disaster management.
Identify potential bioterrorist chemical and biological agents.
Discuss the impact of disasters on a community.
Describe the role and responsibilities of nurses in relation to disasters.
Natural and Manmade Disasters
Health of a community affected by disasters
Programs created to address disasters:
National
State
Local
National Incident Management System (NIMS)
Provides systematic way for government and nongovernmental agencies to work seamlessly to:
Prevent, protect against, respond to, recover from effects of disasters
Disaster Definitions
A disaster is any event that causes a level of destruction, death, or injury that affects the abilities of the community to respond to the incident using available resources.
Mass casualty involves 100+ individuals.
Multiple casualty involves 2 to 99 individuals.
Casualties classified as:
Direct victim
Indirect victim
Displaced person
Refugee
Types of Disasters
Natural disasters
Weather events, earthquakes, volcanoes, diseases
Manmade disasters
Wars, structural collapses, accidents, riots, pollution
Terrorism
May include use of weapons of mass destruction
Combination disasters
NA-TECH (natural/technological) disaster—a natural disaster that creates or results in a widespread technological problem
Characteristics of Disasters (1 of 3)
Frequency—how often a disaster occurs
Predictability—ability to determine when and whether a disaster will occur
Mitigation—actions taken to reduce loss of life and property
Take action before disaster happens
Imminence—speed of onset and anticipated duration of incident
Characteristics of Disasters (2 of 3)
Primary prevention—preventing occurrence of disaster or limiting consequences
Risk map—geographic map of area analyzed for potential disaster
Resource map—geographic map outlines resources available if area affected by disaster
Secondary prevention—strategies are implanted once the disaster occurs
Tertiary prevention—recovery
Characteristics of Disasters (3 of 3)
Scope—the range of the effects of the disaster
Number of casualties—number of individuals affected, injured, or killed
Intensity—level of destruction and devastation
Disaster Management
Requires interdisciplinary, collaborative team effort
Network of agencies and individuals
Planning creates a quicker and more efficient response.
Ensures resources are available
Roles and responsibilities of all personnel and agencies, both official and unofficial, are delineated.
Local, State, and Federal Governmental Responsibilities (1 of 3)
Local government
Prepare citizens for all kinds of emergencies and disasters
Office of Emergency Management
Mock drills
State government
Assist ...
11112016 IS230.d Fundamentals of Emergency Management F.docxpaynetawnya
11/11/2016 IS230.d Fundamentals of Emergency Management | FEMA Emergency Management Institute (EMI)
https://training.fema.gov/is/examform.aspx?id=230.d 1/7
Final Exam for: IS230.d: Fundamentals of Emergency Management
Privacy Act Statement (Public Law 93 579)
Each time that this test is loaded, you will receive a unique set of questions and answers. The test questions are
scrambled to protect the integrity of the exam.
Display All
1. Which of the following is NOT a key function of the Multiagency Coordination System?
A. Situation assessment
B. Interagency activities
C. Incident command
D. Critical resource planning
2. What capabilities focus on saving lives, protecting property and the environment, and
meeting basic human needs and begin when an incident is imminent or immediately after an
event occurs?
A. Readiness
B. Recovery
C. Rescue
D. Response
3. Which FEMA mitigation program assists in implementing longterm hazard mitigation
measures following Presidential disaster declarations?
A. Hazard Mitigation Grant Program (HMGP)
B. Repetitive Flood Claims (RFC)
C. Severe Repetitive Loss (SRL)
D. PreDisaster Mitigation (PDM)
4. The local emergency manager has the responsibility for coordinating emergency
management programs and activities. A local emergency manger is responsible for all of the
following activities EXCEPT FOR:
A. Managing resources before, during, and after a major emergency or disaster.
B. Identifying and analyzing the potential impacts of hazards that threaten the jurisdiction.
C. Developing an Incident Action Plan that specifies tactics for first responders
D. Coordinating the planning process and working cooperatively with response partners.
https://training.fema.gov/IS/privacystatement.aspx
https://training.fema.gov/emi.aspx
https://training.fema.gov/emi.aspx
11/11/2016 IS230.d Fundamentals of Emergency Management | FEMA Emergency Management Institute (EMI)
https://training.fema.gov/is/examform.aspx?id=230.d 2/7
5. _____ is responsible for coordinating Federal resources Federal resources that support
State, local, tribal, and territorial efforts when a Federal emergency or disaster is declared.
A. FEMA
B. Local government
C. Regional government
D. State government
6. Specific areas of authority and responsibilities for emergency management should be
clearly stated in local ordinances and laws. These ordinances and laws should specify a
specific line of succession for elected officials and require that departments of government
establish lines of succession.
A. TRUE
B. FALSE
7. Which of the following statements about the Stafford Act is correct? Under the Stafford
Act:
A. The Federal assistance available for major disasters is more limited than that which is available for
emergencies.
B. The types of incidents that may qualify as a major disaster are extremely broad.
C. The President may only declare a major disaster at the request of a Governor ...
WELCOME To Introduction to Homeland SecurityCJUS254-1504A-02.docxalanfhall8953
WELCOME
To Introduction to Homeland Security
CJUS254-1504A-02
Professor Stephen E. Smith
Discussion Board: Primary Posting Due Wednesday November 4, 2015 by 11:59 PM Central Time.
Review and reflect on the knowledge you have gained from this course. Based on your review and reflection, write at least three paragraphs on the following:
What were the most compelling topics learned in this course?
How did participating in discussions help your understanding of the subject matter? Is anything still unclear that could be clarified?
What approaches could have yielded additional valuable information?
The main post should include at least 1 reference to research sources, and all sources should be cited using APA format.
Introduction To Homeland Security
History
On September 22, 2001 Pennsylvania Governor Tom Ridge was appointed as the first Director of the Office of Homeland Security in the White House
In June 2002, President George W. Bush proposed to create the new Department of Homeland Security that realigned various government activities into a single department whose primary mission is to protect our homeland
On 25 November 2002 Congress passed The Homeland Security Act (Public Law 107-296) which established a cabinet-level department
Introduction To Homeland Security
National Homeland Security Strategy
Guides, organizes, and unifies our Nation’s homeland security efforts
Prevents and disrupts terrorist attacks
Protect the American People, our critical infrastructure, and key resources
Respond to and recover from incidents that do occur
Continue to strengthen the foundation to ensure our long-term success
Introduction To Homeland Security
Department of Homeland Security Mission
Build A Resilient Nation
Safeguard and Secure Cyberspace
Strengthen the Security Enterprise
Administer Immigration Laws
Preventing terrorism and enhance security
Secure and Manage Borders
Introduction To Homeland Security
25 Homeland Security Presidential Directives
1. Organizational & Operation of the Homeland
Security Council
2. Combating Terrorism Through Immigration Policies
3. Homeland Security Advisory System
4. National Strategy to Combat Weapons of Mass
Destruction
5. Management of Domestic Incidents
6. Integration and Use of Screening Information to
Protect Against Terrorism
7. Critical Infrastructure Identification, Prioritization
and Protection
8. National Preparedness
9. Defense of United States Agriculture and Food
10. Biodefense for the 21st Century
11. Comprehensive Terrorist-Related Screening
Procedures
12. Policy for a Common Identification Standard for
Federal Employees and Contractors
13. Maritime Security Policy
14. Domestic Nuclear Detection
15. U.S. Strategy and Policy in the War on Terror
16. National Strategy for Aviation Security
17. Nuclear Materials Information Program
18. Medical Countermeasures Against Weapons of Mass
Destruct.
Nine-year-old Wandas teacher notices that for the past few weeks,.docxTanaMaeskm
Nine-year-old Wanda's teacher notices that for the past few weeks, Wanda has not been talking to her friends and is always sitting alone in a corner. After talking to Wanda's friends, the teacher finds out that Wanda's sixteen-year-old brother was killed in a gang fight two months ago and her parents have since separated. The teacher talks to her friend Daphne, a counselor, to see if there is anything she can do about Wanda. She wants to know if there is any way in which children and families affected by exposure to violence can be assisted with emotional impact of these events. The teacher also asks Daphne, in the role of a counselor, to call Wanda's parents to see if they would be willing to talk with her about the death of their son, their separation, and Wanda's behavior at school. Daphne is not employed or affiliated with the school.
What would be Daphne's role, as a counselor, in helping the teacher?
What do you see as important roles of a counselor working in a community?
What are the ethical responsibilities that counselors and human services professionals hold toward the community? When answering this question identify the ethical code number and definition, using your own words, of the ethical responsibilities of these professionals.
Briefly speak how you, as an ethical counselor, would respond to the teacher's request for you to speak with Wanda and her family.
DUE TODAY 10/25/16 @6PM eastern time
.
Newspapers frequently feature stories on how various democratic prin.docxTanaMaeskm
Newspapers frequently feature stories on how various democratic principles and processes contribute to democratic governance and impact a wide variety of issues, ranging from the distribution of flu vaccines to the appropriate legal venue for terrorist trials. Public policies that are formulated to address such issues come about as the result of the influence and application of various democratic principles and processes. In addition, competing interests and factions engage in the democratic process using tools such as lobbying or elections in an effort to leverage public policy. As you think about democratic principles and processes for this Assignment, take note of where you see their influence in recent public policy issues. To prepare for this Assignment: • Review the article “War v. Justice: Terrorism Cases, Enemy Combatants, and Political Justice in U.S. Courts” in this week’s Learning Resources. Take note of key democratic principles explained. Consider how the democratic principles in the article might influence public policy. • Review the articles “Strategic Lobbying: Demonstrating How Legislative Context Affects Interest Groups’ Lobbying Tactics” and “The Study of Party Factions as Competitive Political Organizations” in this week’s Learning Resources. • Think about the democratic processes used by lobbying groups and political factions to influence public policy. • Select a public policy issue related to your specialization or to an area with which you are familiar. • Select three democratic principles and/or processes that you think might influence the formulation of public policy related to your issue. • Reflect on how these principles and processes of democracy influence the formulation of the public policy you selected. The Assignment (2–3 pages): • Briefly describe the public policy issue you selected for this Assignment. • Using three democratic principles and/or processes of your choice, explain how you think these democratic principles and/or processes influence the formulation of public policy. • Based on your analysis, share at least one insight you gained about the influence of democratic principles and processes on the formulation of public policy. Or, if you live outside the United States, explain how these democratic principles might affect governance in your country.
.
Nice thought process and good example of foot into the door” ).docxTanaMaeskm
Nice thought process and good example of “foot into the door” :)!
You also appear to be a very smart person when it comes to being ware of other that may take advantage of one’s
Kindness!
Why do you think some people take advantage of the “foot into the door” in a negative way? What are your views on this? Other students may chime in! I love to hear
your views!!!!
Thanks for sharing and stay positive!
.
NIST and Risk Governance and Risk Management Please respond to the.docxTanaMaeskm
"NIST and Risk Governance and Risk Management" Please respond to the following:
NIST provides many procedures and much guidance on IT and information security-related topics.
Assess if NIST is too large and attempts to cover too many topics. Decide if NIST should separate into different entities for different major areas, such as IT governance, risk management, information security, and others.
Assess if the various NIST documents covering risk management topics and concepts are too spread out and should be more consolidated to provide better guidance to organizations when they are establishing risk management programs.
.
Nice thought process ;)!Some in social media agree with your v.docxTanaMaeskm
Nice thought process ;)!
Some in social media agree with your views:"… involving a breakdown in the relation between thought, emotion, and behavior,”.
Santrock (2006) support your views on this topic and also noted that one main type of schizophrenia is cationic (exhibits bizarre behavior, frequently causes immobile stupor
).
Do you think most people are aware that there are more than one type of schizophrenia?
What are your views on this?
Other students may chime in! I would love to hear your views ;)!
.
Newsletter pertaining to an oceanographic environmental issue 1500.docxTanaMaeskm
Newsletter pertaining to an oceanographic environmental issue
1500 words with minimum of 6 references.
must be submitted by Dec 10
Please do the newsletter talks about the Chinese fishery, mainly focus on the damage they made to the environment.
1500 words , with some well-designed pictures
due dec10th
please do more than 6 references, use the information get from references
please follow the format if the sample I attached.
.
Nicole Martins is the controller at UMC Corp., a publicly-traded man.docxTanaMaeskm
Nicole Martins is the controller at UMC Corp., a publicly-traded manufacturing company. Last year, UMC had annual sales revenue of $15 million. The first quarter of this year just ended, and Nicole needs to prepare a trial balance so she can prepare the quarterly financial statements. However, trial balance is out of balance by $750 (credits exceed debits).
Nicole is running out of time as the report is due today! Therefore, she decides to balance by plugging the $750 into the Equipment account. She chose the Equipment account because it has the largest account balance. Therefore, with the $750 added, it will be the least-misstated account.
Identify the stakeholders in the case.
Explain the ethical issues the case involves.
If you were Nicole, what would you do?
.
New and Orignal work. Please cite in MLA citation and use in text ci.docxTanaMaeskm
New and Orignal work. Please cite in MLA citation and use in text citations for the other sources you use. This essay is two pages long. I will list the poems this essay will be on below. Please highlight where you cite these poems so I can know where to add the in text citation. I need this essay completed by 8:00 pm sunday.
Theme: Loss of faith in institutional, cultural, and social foundation that could provide stability in the world
Poems: T.S. Eliot " The Waste Land"
W.B. Yeats " The Second Coming"
James Joyce "Ulysses"
.
New and Origninal work. The topic is already provided below and I ne.docxTanaMaeskm
New and Origninal work. The topic is already provided below and I need it to be 2 pages no limit on word count. Make sure it is MLA cited and the paragraghs are detailed explaining which charasteristic you are referring to. The writings are coming from the Norton Anthology English Literature Book The Victorian Age Volume E. I have attached the three writings from the book that I would like you to use for this essay. Let me know if you need a better copy scanned and I will be happy to rescan it.
Assignment Description
: Write a short (2 page) essay using selections from the texts that demonstrate the characteristic below.
Remember it takes more than 2 data points to indicate a trend. You will need to
choose 3 different writers
to show there was a prevailing tendency toward the characteristic you choose.
Explain fully how the characteristic is shown by detailed explication of the works you choose. Make sure references are integrated and cited according to MLA conventions.
Literature of this age tends to come closer to daily life and reflects its practical problems and interests. It becomes a powerful instrument for human progress. Socially & economically, industrialism was on the rise as well as various reform movements such as emancipation, child labor, women’s rights, and evolution.
.
New essay -- minimum 300 words3 resources used NO cover sheet or.docxTanaMaeskm
New essay -- minimum 300 words
3 resources used
NO cover sheet or headers
Must use Harris book as one of the sources-- I am attaching the 2 chapters needed (be sure to site pages).
Essay is on:
What do Harris and others suggest as a hypothesis to explain patterns of people-eating and insect-eating? Why is it more common in certain societies than in others?
.
Neurological DisordersNeurological disorders, such as headaches, s.docxTanaMaeskm
Neurological Disorders
Neurological disorders, such as headaches, seizure disorders, sleep disorders, depression, and dementia, can present several complications for patients of all ages. These disorders affect patients physically and emotionally, impacting judgment, school and/or job performance, and relationships with family and friends. Since these disorders may have drastic effects on patients’ lives, it is important for advanced practice nurses to effectively manage patient care. With patient factors and medical history in mind, it is the nurse’s responsibility to assist physicians in the diagnosis, treatment, and education of patients with neurological disorders.
To prepare:
·
Review this week’s media presentations on the nervous system.
·
Select one of the following neurological disorders: headaches, seizure disorders, sleep disorders, depression, or dementia. Consider the pathophysiology, as well as the types of drugs that would be prescribed to patients to treat your selected disorder.
·
Select one of the following factors: genetics, gender, ethnicity, age, or behavior. Consider how the factor you selected might impact the pathophysiology of the disorder. Then, reflect on how this factor might impact the effects of prescribed drugs, as well as measures you might take to help reduce any negative side effects.
·
Locate an agency that provides patient education on your selected disorder and review the available materials and curriculum. Consider how you might be able to use those materials to educate a patient on the disorder, treatment options, management, and self-care.
Questions to be addressed in my paper:
1.
A description of the neurological disorder you selected, including its pathophysiology and types of drugs that would be prescribed to treat patients.
2.
Explain how the factor you selected might impact the pathophysiology of the disorder, as well as the effects of prescribed drugs.
3.
Include a description of measures you might take to help reduce any negative side effects.
4.
Finally, explain how you would use materials from a supporting agency to educate patients on the disorder, treatment options, management, and self-care.
5.
Summary with Conclusion
REMINDERS:
1)
2-3 pages (addressing the 4 questions above excluding the title page and reference page).
2)
Kindly follow APA format for the citation and references! References should be between the period of 2011 and 2016. Please utilize the references at least three below as much as possible and the rest from yours.
3)
Make headings for each question.
References:
Readings
·
Huether, S. E., & McCance, K. L. (2012).
Understanding pathophysiology
(Laureate custom ed.). St. Louis, MO: Mosby.
o
Chapter 12, “Structure and Function of the Neurologic System”
This chapter begins with an overview of the structure and function of the nervous system. It also explains the importance of the central, peripheral, and autonomic nervous systems.
o
Chapter 13, “Pain, Tempe.
Neurodevelopmental and Neurocognitive Disorders Paper··I.docxTanaMaeskm
Neurodevelopmental and Neurocognitive Disorders Paper
·
·
Instructions
Assignment FilesGrading
Write
a 1,500- to 1,750-word paper on the following:
Describe one neurodevelopmental disorder and one neurocognitive disorder.
Discuss behavioral criteria for each disorder.
Discuss incidence rates and causes for each disorder.
Propose two options for treatment for each disorder, based on two different theoretical models.
Format
your paper consistent with APA guidelines.
Provide references
.
Needs to be done by 8pm central time!!!!!!An important aspect .docxTanaMaeskm
Needs to be done by 8pm central time!!!!!!
An important aspect of a research study is the ability to analyze data and then describe the statistics derived from that data in a form that is easy to understand and interpret. For quantitative data, this can include representing the data visually through tables, diagrams, and graphs. Review the quantitative descriptive statistic examples in the sport involvement article.
2-3 pages APA Format.
message for extra information.
.
Need to know about 504 plan and IEP. I need to research the process.docxTanaMaeskm
Need to know about 504 plan and IEP. I need to research the process of determining a child with OHI (Other Health Inpairment. 1 of the sources needs to be DPI (Department of Public Instruction for Wisconsin). I would like a power point presentaion along with what I should be said with each slide. APA format
.
Nelson Carson is a 62-year-old man who presents to his private pract.docxTanaMaeskm
Nelson Carson is a 62-year-old man who presents to his private practitioner’s office with a hacking, raspy cough.
Subjective Data
PMH: HTN, CAD
Cough is productive, bringing up green, thick phlegm
Runny nose, sore throat
No history of smoking or seasonal allergies
Complains of fatigue
Objective Data
Vital signs: T 37 P 72 R 14 BP 134/64
Lungs: + Rhonchi bilateral upper lobes, wheezes
O2 Sat = 98%
Medications: Metoprolol 25 mg per day, ASA 325 mg/daily
What other questions should the nurse ask about the cough?
What nursing diagnoses can be derived from the data?
What should be included in the plan of care?
What risk factors are associated with this age group?
Based on the readings, what is the most likely cause of cough for this patient?
Apa format
Reference
Jarvis, C. (2016).
Physical examination & health assessment
(7th ed.). Philadelphia, PA: Saunders.
Chapter 18: Thorax and Lungs
pp. 413–441 (Structure, Function, The Thoracic Cavity, Developmental Competence, Subjective Data, Objective Data)
Chapter 19: Heart and Neck Vessels
pp. 459–492 (Structure and Function, Heart Wall, Chambers, and Valves, Heart Sounds, Developmental Competence, Subjective Data, Objective Data )
Chapter 20: Peripheral Vascular System and Lymphatic System
pp. 509–529 (Structure and Function, Lymphatics, Developmental Competence, Subjective Data, Objective Data)
.
Negotiation strategiesUsing the text Negotiation Readings, Exerc.docxTanaMaeskm
Negotiation strategies
Using the text “Negotiation: Readings, Exercisers, and Cases” by Lewicki, prepare a 1,400-1,750-word paper in which you analyze the possible intervention strategies. Apply what you believe to be the best strategy and explain how it should resolve the conflict. In case your best strategy does not work, or is rejected, develop and describe at least one contingency plan.
Instructions
Major points are stated clearly; are supported by specific details, examples, or analysis; and are organized logically.
1) Article Employs Negotiation strategy
2) Described Negotiation process
3) Compared and contrasted both strategies / work / home
Responsible for combining all sections, editing for flow, uploading draft for team review, submitting the final assignment (on time)
Expand view
.
Needs quotes and needs to be citied!!about 2 pages.NO PLAGARISM..docxTanaMaeskm
Needs quotes and needs to be citied!!
about 2 pages.
NO PLAGARISM. Looking for authetnitc work.
MLA
Summary from the following sections.
Vatican II. Gaudium et Spes. 1965. 12-18. Print. [available in Many are Called]
Rahner, Karl. Theological Investigations. Trans. C. Ernst. London: Darton, Longman & Todd, 1966. Print. [available in Many are Called]
Vol. 6, 390-398
Vol. 14, 280-294
Wong, Norman. "Karl Rahner’s Concept of the ‘Anonymous Christian’ An Inclusivist View of Religions." Church and Society, 4.1 (2001): 23-39. Print. [available in Many are Called] (Optional reading)
.
need to work on my present assignment using my last assignment as .docxTanaMaeskm
need to work on my present assignment using my last assignment as source
need 3 pages document and 1 page reference
Should concentrate on what authors discuss on that specific topic
Should be in IEEE Format
No Plagiarism
Willing to do changes references should be in IEEE format Important
• 1st attachment is question for the assignment
• 2nd attachment is topic you need to work on this project
• 3rd attachment my project should be also in same format
.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
ERM 1200 Introduction to Emergency ManagementModule 1 Chapter
1. 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
2. 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. 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.
4. 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
5. 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:
6. 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
7. 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
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 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
11. 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
12. 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
13. 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
14. 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
15. 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)
16. 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
17. 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
18. 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
19. 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
20. 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
21. 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.
22. 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
23. 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
24. 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.
25. 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
26. 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
27. 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.
28. 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)
29. 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.
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 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
32. 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?
33. 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:
34. 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
35. 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.
36. 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
37. 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
38. 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
39. 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
40. 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
41. 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
42. 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
43. 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.
44. 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
45. 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
46. 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
47. 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
48. 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
49. 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
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
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
52. 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
53. 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:
54. 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
56. 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,
57. 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
58. · 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
59. 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]
60. · 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