Federal Emergency Management Agency
A Compendium of
Exemplary Practices in
Emergency Management
Volume IV
PARTNERSHIPS IN
PREPAREDNESS
January 2000
Foreword
This Compendium of Exemplary Practices in Emergency Management, Volume IV, is a product
of the emergency management community working in partnership in service to the
public. It is the result of FEMA’s continuing outreach initiative to identify the innovative
ideas, emergency management talent, and abundant resources that exist throughout the
country.
What is an exemplary practice? In the judgment of the emergency management partners
who reviewed all entries for this edition, it is any idea, project, program, technique, or
method in emergency management that has worked in one place and may be worthy of
adopting elsewhere. This Compendium describes public- and private-sector emergency
management practices that include unique coordination among organizations, volunteer
projects, resource sharing, and other innovative approaches to emergency management.
In addition to describing the practices selected, the Compendium refers readers to knowl-
edgeable individuals for further information. This book is not only being published in
this printed format but is also available on the Internet at FEMA’s World Wide Web site.
In keeping with FEMA’s goals of building a strong and effective emergency management
system, the search for exemplary practices is continuing. Instructions and a form for
submitting additional innovative ideas can be found at the end of this volume, and we
urge you to share your exemplary practices.
Sincerely,
James Lee Witt
Director
Federal Emergency Management Agency
Kay C. Goss
Associate Director for Preparedness
Federal Emergency Management Agency
PARTNERSHIPS IN
PREPAREDNESS
A Compendium of Exemplary Practices in
Emergency Management
Volume IV
Federal Emergency Management Agency
January 2000
James Lee Witt
Director
Federal Emergency Management Agency
Kay C. Goss
Associate Director
Federal Emergency Management Agency
for the Preparedness Directorate
iii
____________________________________________________________________ ACKNOWLEDGMENTS
Acknowledgments
Many people contributed to this fourth edition of the Compendium. Their contributions include the critical executive
support needed to make this initiative a reality: the memoranda, letters, and communications on the Internet
encouraging nominations from throughout the emergency management community and the administrative tasks
and correspondence involved in the nominations of exemplary practices in emergency management.
Under the policy guidance of Kay C. Goss, FEMA’s Associate Director for Preparedness, Partnerships in Preparedness
was implemented in the Preparedness Outreach Division under the direction of Thomas R. McQuillan. The project
officer during the development of this fourth edition was Maria A. Younker.
However, the many ideas, suggestions, and encouraging words of support r ...
This study assessed formal and informal networks involved in public health response during Florida's devastating 2004 hurricane season. Researchers conducted interviews with response participants to identify relationships between formal and informal healthcare networks at the local level and how these networks functioned and communicated. Preliminary results found that strong leadership, relationship building, and addressing logistical challenges were important. Volunteers were also instrumental in response, either as spontaneous, unaffiliated aid or through becoming affiliated with formal groups. Future research directions included further exploration of how informal networks emerge and fill response gaps as well as assessing current understanding and "lessons learned" regarding informal network surge capacity.
Disaster Management Systems: Building Capacity for Developing Countries and ...Connie White
Some societies are more disaster prone than others due to their geographic location and the benefits provided by it. Man has co-existed in this sort of high risk/high return relationship with mother nature throughout history. Poorer societies tend to pay a higher price both in lives taken and damage – left with many secondary and equally devastating disasters that are sure to come. We know that for every $1 USD put into preventative measures, we save ~$7 that would have gone into post-disaster recovery and rebuilding efforts. There are many international agencies working to support a variety of needs in these grief stricken areas to help them build capacity and to help these societies better prepare for and respond to the disasters they will face. These efforts are guided by the Millennium Project Goals outlined in 2000. A lot has changed since then with respect to technology, mobile devices and humanitarianism. The objective of this paper is exploit how current efforts are creating capacity on the individual, organizational and 'enabling environment' levels. This paper explores the notion that a more concerted effort can be made at building Information and Communication Disaster Management Capacity in developing countries who are most susceptible due to proximity and to a lack of funds. A 'proof of concept' is provided
Do a local research projectexploration onHeritage focus1DustiBuckner14
The Prairie Island Indian Community obtained a surplus fire engine and trained community volunteers to respond in emergencies, increasing their emergency response capabilities. The fire engine is also available for use by the nearby Red Wing Fire Department. The Black Pond Slough Detention Facility project in McGehee, Arkansas built a detention basin and containment levees to mitigate flooding of homes, averting an estimated $200,000 in damages during its first flood. In Clay County, Arkansas, the Disaster Resistant Community Council promotes earthquake preparedness using members' networking skills in an area located above the active New Madrid fault.
A Study On Protection And Accountability In Haiti Following The Earthquake In...Audrey Britton
This document provides background context on Haiti prior to the 2010 earthquake. It discusses Haiti's history of socio-economic, environmental and political crises that have contributed to its poor development outcomes. Prior to 2010, Haiti ranked near the bottom on poverty and human development indices. The earthquake exacerbated existing vulnerabilities, displacing over 1 million people. International humanitarian organizations responded massively but additional disasters like cholera outbreaks and hurricanes slowed recovery. The document examines the status of vulnerable groups post-earthquake like children, women, the disabled and elderly. It also outlines the response by Disasters Emergency Committee members and discusses ongoing protection concerns in camps for displaced people.
“Academic Perspective On Increasing Engagement With Faith-based Organizatio...Kevin Oldenburg
In case you missed the FEMA webinar yesterday about “Academic Perspective On Increasing Engagement With Faith-based Organizations in Disaster Preparedness” I have included a pdf recap.
A Whole Community Approach to Emergency Management Princi.docxdaniahendric
A Whole Community Approach to
Emergency Management: Principles,
Themes, and Pathways for Action
FDOC 104-008-1 / December 2011
A Whole Community Approach to Emergency Management:
Principles, Themes, and Pathways for Action
i
T a b l e o f C o n t e n t s
Introduction ................................................................................................................... 1
National Dialogue on a Whole Community Approach to Emergency Management .........2
Whole Community Defined .....................................................................................................3
Whole Community Principles and Strategic Themes ...........................................................4
Strategic Themes in Practice ....................................................................................... 6
Understand Community Complexity .....................................................................................6
Recognize Community Capabilities and Needs .....................................................................8
Foster Relationships with Community Leaders ..................................................................10
Build and Maintain Partnerships .........................................................................................11
Empower Local Action ..........................................................................................................14
Leverage and Strengthen Social Infrastructure, Networks, and Assets ...........................16
Pathways for Action .................................................................................................... 19
Conclusion ................................................................................................................... 23
A Whole Community Approach to Emergency Management:
Principles, Themes, and Pathways for Action
ii
This page intentionally left blank.
A Whole Community Approach to Emergency Management:
Principles, Themes, and Pathways for Action
1
I n t r o d u c t i o n
The effects of natural and manmade disasters have become more frequent, far-reaching, and
widespread. As a result, preserving the safety, security, and prosperity of all parts of our society
is becoming more challenging. Our Nation’s traditional approach to managing the risks
associated with these disasters relies heavily on the government. However, today’s changing
reality is affecting all levels of government in their efforts to improve our Nation’s resilience
while grappling with the limitations of their capabilities.1 Even in small- and medium-sized
disasters, which the government is generally effective at managing, significant access and service
gaps still exist. In large-scale disasters or catastrophes, government resources and capabilities
can be overwhelmed.
The scale and severity of disasters are
growing and will likely pose systemic
threats.2 Accelerating changes in ...
Post 1The whole community” approach as described in the Natanhcrowley
Post 1
The “whole community” approach as described in the National Preparedness Goal refers to the shared responsibility amongst governmental, non-governmental, public and private sector entities, communities and individuals to work together in order to ensure national security and promote resilient communities (FEMA.gov, 2015, p. 1-2). Meaning that individuals must not simply rely on the federal, state or local governments to ensure thier safety and security, but individuals must take thier own safety seriously. Furthermore, the problem does not go away with more funding. Appropriate guidance, laws, education, training, and equipment all play significant roles in national preparedness.
The concept of “whole community” is important when viewing both short- and long-term effects that natural and man-made disasters can have on a population. Hurricane Katrina is a perfect example of the lack of a "whole community approach" resulting in improper risk analysis and poor emergency planning. The substandard response and recovery efforts at the federal, state and community-level contributed to almost every issue negatively impacting this incident. Ultimately, there was no precedent for a natural disaster of that magnitude and community leaders and residents found themselves unprepared. There was no distinct chain of command to delegate resources for recovery and rescue operations. Breakdowns in coordination from the federal level to the local level were apparent. “State and local authorities understood the devastation but, due to destruction of infrastructure and response capabilities, lacked the ability to communicate with each other and coordinate a response, struggled to perform responsibilities such as the rescue of citizens stranded by the rising floodwaters, provision of law enforcement, and evacuation of the remaining population of New Orleans (Townsend, 2006, ch. 5).
The Federal Emergency Management Agency leads the charge of the whole community approach to emergency management with the goal of facilitating a culture that shifts primary responsibility from the federal government managing disaster recovery to a community-centric approach. Creating crosstalk between emergency management stakeholders, decision makers, and communities, facilitates exchange of information and best practices that can be shared between communities that have the same hazards and threats. Additionally, community leaders are able to form a shared understanding of thier respective needs and capabilities, leverage resources, strengthen infrastructure, forge more effective prevention, protection, response and recovery while increasing preparedness and resiliency across the community and the nation (FEMA.gov, 2011, p. 3).
Fostering a culture of shared responsibility places responsibility of emergency management on governments thereby sharing that responsibility amongst non-governmental, public and private sector agencies, and individual persons with the community ...
Nonprofits respond as intergovernmental organizations post katrinaMichael Youngblood
The document discusses how nonprofits and intergovernmental agencies responded after Hurricane Katrina:
- Disasters require an intergovernmental response across state, local, and federal agencies as well as collaboration with nonprofits, who provide critical on-the-ground services.
- After Katrina, FEMA partnered with over 400 organizations, relying on their experience to quickly provide shelter and food. The Red Cross sheltered 14,000 people while faith groups and local nonprofits sheltered another 12,000.
- The response highlighted the importance of adaptive, decision-making, and contextual theories in disaster management, as well as challenges coordinating thousands of agencies under legal structures like the National Response
This study assessed formal and informal networks involved in public health response during Florida's devastating 2004 hurricane season. Researchers conducted interviews with response participants to identify relationships between formal and informal healthcare networks at the local level and how these networks functioned and communicated. Preliminary results found that strong leadership, relationship building, and addressing logistical challenges were important. Volunteers were also instrumental in response, either as spontaneous, unaffiliated aid or through becoming affiliated with formal groups. Future research directions included further exploration of how informal networks emerge and fill response gaps as well as assessing current understanding and "lessons learned" regarding informal network surge capacity.
Disaster Management Systems: Building Capacity for Developing Countries and ...Connie White
Some societies are more disaster prone than others due to their geographic location and the benefits provided by it. Man has co-existed in this sort of high risk/high return relationship with mother nature throughout history. Poorer societies tend to pay a higher price both in lives taken and damage – left with many secondary and equally devastating disasters that are sure to come. We know that for every $1 USD put into preventative measures, we save ~$7 that would have gone into post-disaster recovery and rebuilding efforts. There are many international agencies working to support a variety of needs in these grief stricken areas to help them build capacity and to help these societies better prepare for and respond to the disasters they will face. These efforts are guided by the Millennium Project Goals outlined in 2000. A lot has changed since then with respect to technology, mobile devices and humanitarianism. The objective of this paper is exploit how current efforts are creating capacity on the individual, organizational and 'enabling environment' levels. This paper explores the notion that a more concerted effort can be made at building Information and Communication Disaster Management Capacity in developing countries who are most susceptible due to proximity and to a lack of funds. A 'proof of concept' is provided
Do a local research projectexploration onHeritage focus1DustiBuckner14
The Prairie Island Indian Community obtained a surplus fire engine and trained community volunteers to respond in emergencies, increasing their emergency response capabilities. The fire engine is also available for use by the nearby Red Wing Fire Department. The Black Pond Slough Detention Facility project in McGehee, Arkansas built a detention basin and containment levees to mitigate flooding of homes, averting an estimated $200,000 in damages during its first flood. In Clay County, Arkansas, the Disaster Resistant Community Council promotes earthquake preparedness using members' networking skills in an area located above the active New Madrid fault.
A Study On Protection And Accountability In Haiti Following The Earthquake In...Audrey Britton
This document provides background context on Haiti prior to the 2010 earthquake. It discusses Haiti's history of socio-economic, environmental and political crises that have contributed to its poor development outcomes. Prior to 2010, Haiti ranked near the bottom on poverty and human development indices. The earthquake exacerbated existing vulnerabilities, displacing over 1 million people. International humanitarian organizations responded massively but additional disasters like cholera outbreaks and hurricanes slowed recovery. The document examines the status of vulnerable groups post-earthquake like children, women, the disabled and elderly. It also outlines the response by Disasters Emergency Committee members and discusses ongoing protection concerns in camps for displaced people.
“Academic Perspective On Increasing Engagement With Faith-based Organizatio...Kevin Oldenburg
In case you missed the FEMA webinar yesterday about “Academic Perspective On Increasing Engagement With Faith-based Organizations in Disaster Preparedness” I have included a pdf recap.
A Whole Community Approach to Emergency Management Princi.docxdaniahendric
A Whole Community Approach to
Emergency Management: Principles,
Themes, and Pathways for Action
FDOC 104-008-1 / December 2011
A Whole Community Approach to Emergency Management:
Principles, Themes, and Pathways for Action
i
T a b l e o f C o n t e n t s
Introduction ................................................................................................................... 1
National Dialogue on a Whole Community Approach to Emergency Management .........2
Whole Community Defined .....................................................................................................3
Whole Community Principles and Strategic Themes ...........................................................4
Strategic Themes in Practice ....................................................................................... 6
Understand Community Complexity .....................................................................................6
Recognize Community Capabilities and Needs .....................................................................8
Foster Relationships with Community Leaders ..................................................................10
Build and Maintain Partnerships .........................................................................................11
Empower Local Action ..........................................................................................................14
Leverage and Strengthen Social Infrastructure, Networks, and Assets ...........................16
Pathways for Action .................................................................................................... 19
Conclusion ................................................................................................................... 23
A Whole Community Approach to Emergency Management:
Principles, Themes, and Pathways for Action
ii
This page intentionally left blank.
A Whole Community Approach to Emergency Management:
Principles, Themes, and Pathways for Action
1
I n t r o d u c t i o n
The effects of natural and manmade disasters have become more frequent, far-reaching, and
widespread. As a result, preserving the safety, security, and prosperity of all parts of our society
is becoming more challenging. Our Nation’s traditional approach to managing the risks
associated with these disasters relies heavily on the government. However, today’s changing
reality is affecting all levels of government in their efforts to improve our Nation’s resilience
while grappling with the limitations of their capabilities.1 Even in small- and medium-sized
disasters, which the government is generally effective at managing, significant access and service
gaps still exist. In large-scale disasters or catastrophes, government resources and capabilities
can be overwhelmed.
The scale and severity of disasters are
growing and will likely pose systemic
threats.2 Accelerating changes in ...
Post 1The whole community” approach as described in the Natanhcrowley
Post 1
The “whole community” approach as described in the National Preparedness Goal refers to the shared responsibility amongst governmental, non-governmental, public and private sector entities, communities and individuals to work together in order to ensure national security and promote resilient communities (FEMA.gov, 2015, p. 1-2). Meaning that individuals must not simply rely on the federal, state or local governments to ensure thier safety and security, but individuals must take thier own safety seriously. Furthermore, the problem does not go away with more funding. Appropriate guidance, laws, education, training, and equipment all play significant roles in national preparedness.
The concept of “whole community” is important when viewing both short- and long-term effects that natural and man-made disasters can have on a population. Hurricane Katrina is a perfect example of the lack of a "whole community approach" resulting in improper risk analysis and poor emergency planning. The substandard response and recovery efforts at the federal, state and community-level contributed to almost every issue negatively impacting this incident. Ultimately, there was no precedent for a natural disaster of that magnitude and community leaders and residents found themselves unprepared. There was no distinct chain of command to delegate resources for recovery and rescue operations. Breakdowns in coordination from the federal level to the local level were apparent. “State and local authorities understood the devastation but, due to destruction of infrastructure and response capabilities, lacked the ability to communicate with each other and coordinate a response, struggled to perform responsibilities such as the rescue of citizens stranded by the rising floodwaters, provision of law enforcement, and evacuation of the remaining population of New Orleans (Townsend, 2006, ch. 5).
The Federal Emergency Management Agency leads the charge of the whole community approach to emergency management with the goal of facilitating a culture that shifts primary responsibility from the federal government managing disaster recovery to a community-centric approach. Creating crosstalk between emergency management stakeholders, decision makers, and communities, facilitates exchange of information and best practices that can be shared between communities that have the same hazards and threats. Additionally, community leaders are able to form a shared understanding of thier respective needs and capabilities, leverage resources, strengthen infrastructure, forge more effective prevention, protection, response and recovery while increasing preparedness and resiliency across the community and the nation (FEMA.gov, 2011, p. 3).
Fostering a culture of shared responsibility places responsibility of emergency management on governments thereby sharing that responsibility amongst non-governmental, public and private sector agencies, and individual persons with the community ...
Nonprofits respond as intergovernmental organizations post katrinaMichael Youngblood
The document discusses how nonprofits and intergovernmental agencies responded after Hurricane Katrina:
- Disasters require an intergovernmental response across state, local, and federal agencies as well as collaboration with nonprofits, who provide critical on-the-ground services.
- After Katrina, FEMA partnered with over 400 organizations, relying on their experience to quickly provide shelter and food. The Red Cross sheltered 14,000 people while faith groups and local nonprofits sheltered another 12,000.
- The response highlighted the importance of adaptive, decision-making, and contextual theories in disaster management, as well as challenges coordinating thousands of agencies under legal structures like the National Response
Fema And The Federal Emergency Management AgencyDenise Enriquez
The document provides information on disaster management in Pakistan. It discusses that Pakistan is susceptible to various natural hazards due to its diverse terrain, including droughts, floods, earthquakes, and cyclones. It has faced major disasters like the drought from 1995-2000 and devastating floods in 2010. The document outlines Pakistan's disaster management framework, which includes the National Disaster Management Authority that oversees disaster preparedness, response and recovery efforts. It also discusses the disaster management operation cycle that ensures pre- and post-disaster measures through various overlapping phases depending on the disaster's magnitude.
Social media plays an important role in promoting community participation in disaster management. It allows for quick information dissemination during emergencies, helps with disaster planning and training through gamification, and enables collaborative problem solving. Social media facilitates on-the-scene reporting and disaster assessments to help coordinate emergency responses. While traditional media use is declining, social media usage is rising worldwide and can be incorporated into integrated disaster management platforms to give citizens a greater role in preparing for and managing crises.
Social Media in Crisis Management: ISCRAM Summer School 2011Connie White
This is a lecture for PhD students at a summer school hosted by Information Systems for Crisis Response and Management, ISCRAM www.iscram.org. This lecture covers social media and the information systems concepts that show how social media can support emergency management.
Lesson 4 when disaster strikes, what can we doMia Saku
Charitable organizations have a comparative advantage over governments and individuals in providing disaster relief for three reasons: 1) Their decentralized structure allows them to efficiently connect donors who want to help with those in need. 2) They operate in a competitive environment where effective organizations are rewarded with more donations. 3) Centuries of experience providing community-based disaster assistance in the U.S. have strengthened their ability to respond quickly and effectively.
This document is a proposal submitted to Dr. Don W. Stacks of the University of Miami for a Home Fire Secure Campaign by the American Red Cross chapter in Greater Miami and the Keys. The proposal aims to advance knowledge of home fire safety and prevention in local communities. It provides background on the Red Cross, describes the goals of the national Home Fire Campaign to reduce deaths and injuries from home fires, and identifies stakeholders and target audiences for the local campaign. The proposal will analyze the situation, identify target audiences, and provide recommendations and a timeline for how to efficiently reach target audiences to decrease deaths and injuries from home fires in South Florida.
This document provides an introduction and background for a 3-day training curriculum on community preparedness for reproductive health and gender. It acknowledges funding support from UNFPA and collaborations with organizations in the Philippines. It describes the development of the curriculum through pilot trainings conducted across 5 diverse settings. Key concepts for the training around contingency planning, disasters, disaster risk management, and disaster risk reduction are defined. The document provides an overview of the facilitator's guide and training agenda.
This guide provides guidance on collective communication and community engagement in humanitarian response. It recognizes that while coordination is important, deeper collaboration is needed to reduce burden on affected communities. The guide aims to help implement minimum actions and services for communication and community engagement at various stages of an emergency to better include community voices and ensure communities can access and understand critical information. It provides practical advice for areas like understanding community information needs, strategic planning, developing content, addressing complaints and establishing national multi-stakeholder platforms to collectively enhance communication and community engagement.
Community Emergency Response Team And Fire CorpsPatricia Viljoen
The document discusses the roles and responsibilities of community health personnel and public health nurses during a disaster in Franklin County. It describes how public health nurses helped assess needs, treat injuries, and provide medical care during evacuations. They also helped establish temporary shelters with supplies for evacuees. The nurses worked to address both immediate medical needs as well as potential long-term issues in the community from the disaster.
This document provides guidance and resources for two application assignments in an early childhood course. The first assignment involves creating an action plan to address the needs of young children and families affected by a natural disaster like Hurricane Katrina. Students are asked to discuss what early childhood professionals need to know about the impact of such events, advice from experts on assisting children and families, and specific ways the student can help. The second assignment involves creating an action plan for helping young children and their families cope with the death of a close family member. Students are asked to discuss child development considerations, ideas from experts, and specific suggestions for helping infants, toddlers and preschoolers through the loss. A number of additional resources on relevant topics are provided to support
This document provides guidance and resources for two application assignments in an early childhood course. The first assignment involves creating an action plan to address the needs of young children and families affected by a natural disaster like Hurricane Katrina. Students are asked to discuss what early childhood professionals need to know about the impact of such events, ideas from expert resources on assisting children and families, and specific ways the student could help in their role. The second assignment involves creating an action plan for supporting young children experiencing a family loss like the death of a grandparent. Students are asked to discuss child development considerations, ideas from resources on how children of different ages grieve, and specific suggestions for helping families support infants, toddlers and preschoolers coping with loss
Rehabilitation ProgramDesign rehabilitation program for A left-h.docxaudeleypearl
Rehabilitation Program
Design rehabilitation program for A left-handed college baseball pitcher is in need of a rehabilitation program following Tommy John surgery.
· Use other outside sources in creating your program.
· Your program should include reasoning for your exercises, progressions, phases, etc.
· This paper should be spaced and formatted per APA guidelines, 6th edition.
Format to think about when writing your rehabilitation program.
1. Elbow rehabilitation program.
a. Is the program relevant to the injury, gender, age, and sport? Yes or No ?
b. If no, what is not relevant?
c. If yes, are the exercises clearly described?
d. If no, what is unclear or understated?
e. Are the exercises under the best stages of care? Yes or No ?
f. If no, where should they be moved to?
g. Are benchmarks created to know when progression of the exercises and phases is necessary? Yes or No?
h. What needs to be done to improve these items?
2. Communication
a. Put yourself in the role of the athlete. Are the exercises easy to understand or seem too complicated? Yes or No?
b. If no, what is missing, unclear or over/understated? Where does the communication break down and/or which exercise(s) and/or phase(s) is/are problematic and why?
Additional feedback/comments:
3. Program planning considerations
a. Did the writer take healing timelines and tissues injured into consideration when creating the program? Yes or No?
· If no, what information is missing?
b. Did the writer:
· explain why s/he chose this/these exercises? Yes or No?
· address why s/he believes the exercises will be useful in addressing the issues identified in the scenario? Yes or No?
i. If yes, did the writer accurately apply the exercises to the scenario? Yes or No?
ii. If yes, what clues in the program tell you that the exercises were applied accurately to the rehab phases?
iii. If no, what direction would you give the writer to strengthen this program?
DUE THURSDAY FEBRUARY 27, 2020
Students will be required to develop and write their own approximately 500 word response(2 pgs.)
1. Involving stakeholders in the planning process is extremely important and this includes the citizens if the whole community concept is to be applied. Just looking at your community's plan and website for emergency management, does it appear that the community has been involved in the process, why or why not?
In order to complete this assignment you must watch both videos linked provide below and Read all the attached files. 4 files are attached Answer must be related to the material provided:
Video: https://youtu.be/Ui-eBiMBkXY
https://youtu.be/__VD-cBC2vI
Community Resources & Preparedness
The National Preparedness System outlines an organized process for the whole community to move forward with their preparedness activities and achieve the National Preparedness Goal. The National Preparedness System integrates efforts across the five preparedness mission areas—Prevention, Protection, Mitig ...
Rehabilitation ProgramDesign rehabilitation program for A left-h.docxcarlt3
Rehabilitation Program
Design rehabilitation program for A left-handed college baseball pitcher is in need of a rehabilitation program following Tommy John surgery.
· Use other outside sources in creating your program.
· Your program should include reasoning for your exercises, progressions, phases, etc.
· This paper should be spaced and formatted per APA guidelines, 6th edition.
Format to think about when writing your rehabilitation program.
1. Elbow rehabilitation program.
a. Is the program relevant to the injury, gender, age, and sport? Yes or No ?
b. If no, what is not relevant?
c. If yes, are the exercises clearly described?
d. If no, what is unclear or understated?
e. Are the exercises under the best stages of care? Yes or No ?
f. If no, where should they be moved to?
g. Are benchmarks created to know when progression of the exercises and phases is necessary? Yes or No?
h. What needs to be done to improve these items?
2. Communication
a. Put yourself in the role of the athlete. Are the exercises easy to understand or seem too complicated? Yes or No?
b. If no, what is missing, unclear or over/understated? Where does the communication break down and/or which exercise(s) and/or phase(s) is/are problematic and why?
Additional feedback/comments:
3. Program planning considerations
a. Did the writer take healing timelines and tissues injured into consideration when creating the program? Yes or No?
· If no, what information is missing?
b. Did the writer:
· explain why s/he chose this/these exercises? Yes or No?
· address why s/he believes the exercises will be useful in addressing the issues identified in the scenario? Yes or No?
i. If yes, did the writer accurately apply the exercises to the scenario? Yes or No?
ii. If yes, what clues in the program tell you that the exercises were applied accurately to the rehab phases?
iii. If no, what direction would you give the writer to strengthen this program?
DUE THURSDAY FEBRUARY 27, 2020
Students will be required to develop and write their own approximately 500 word response(2 pgs.)
1. Involving stakeholders in the planning process is extremely important and this includes the citizens if the whole community concept is to be applied. Just looking at your community's plan and website for emergency management, does it appear that the community has been involved in the process, why or why not?
In order to complete this assignment you must watch both videos linked provide below and Read all the attached files. 4 files are attached Answer must be related to the material provided:
Video: https://youtu.be/Ui-eBiMBkXY
https://youtu.be/__VD-cBC2vI
Community Resources & Preparedness
The National Preparedness System outlines an organized process for the whole community to move forward with their preparedness activities and achieve the National Preparedness Goal. The National Preparedness System integrates efforts across the five preparedness mission areas—Prevention, Protection, Mitig.
v20231127 WHOPE BEMA Day One Sendai Framework Volunteer Workshop Session Zoom...Andrew Networks
v20231127 WHOPE BEMA Disaster Awareness Planning Preparation Recovery Day One Volunteer Workshop
4-Day Volunteers Workshop
November 27-30 2023
7am-9am Los Angeles
10am-12pm Washington DC
4pm-6pm Lagos, Nigeria
Disaster Awareness
Disaster Planning
Disaster Preparation
Disaster Recovery
WHOPE Chaplain James Mercy O.
BEMA Charles D. Sharp
NWN Lady Alicia Hamilton
FPYF Andrew Williams Jr
World Humanitarian Organization for Peace and Equity (www.w-hope.org)
Black Emergency Managers Association (BEMA) International (www.blackemergmanagersassociation.org)
Ad Hoc International Board of Goodwill Ambassadors (AHIABGA) Network (www.fb.com/groups/ahiagbatvnetwork)
TRN International News on New World Network (www.nwn.tv)
Quick recap
The meeting discussed the importance of disaster awareness, planning, preparation, and recovery. The World Humanitarian Organization for Peace and Equity, a Nigerian-based non-profit, non-governmental organization, operates on ten main objectives to promote peace, fundamental human rights, and social and economic development. The organization collaborates with Andrewnetworks.com to foster peace, justice, and fundamental human rights.
The meeting also focused on the United Nations Global Compact and its sustainable development goals, with a five-phase plan to cover all 15 years of these goals. Various humanitarian projects were proposed, including providing clean water to communities, establishing schools for street children, affordable housing for students in tertiary institutions, and school buses for nursery and primary school pupils.
The importance of community resiliency in emergencies and disasters was also highlighted, with a focus on disaster risk reduction as part of a worldwide effort. The meeting concluded with the recognition of outstanding volunteers from various organizations.
This document provides guidance on building sustainability into community recovery after a natural disaster. It discusses how sustainability can help communities become more resilient through disaster recovery. The recovery process involves both short-term and long-term efforts. Key steps include planning ahead for recovery, addressing obstacles, enabling holistic recovery efforts, and institutionalizing sustainability permanently in local policies and plans. Public participation, quality of life, economic vitality, social equity, environmental protection, and disaster resilience are all important principles to consider.
HM540Week5 Journal EntryReflectionAfter you have completedLizbethQuinonez813
HM540
Week5 Journal Entry
Reflection
After you have completed all of the assignments in this unit, write a 100- to 300-word reflection journal on what you have learned and what questions you may still have.
Write 300 words about my event
Details in the description
For the short time I was at this event I learned a lot about Chinese culture and the
amazing food which they provide for the Dongzhi Celebration. Dongzhi
celebration is a winter festival which has its origin from the Han dynasty, a festival
for Chinese people to gather and chat normally takes place between Dec 21st and
23rd. I meet some people who are like-minded such as myself. We shared similar
goals and ambitions like giving back to the community in which we grew up. what
was even more shocking to me was when we didn't even know each other and
they made me feel very comfortable. The event was pretty small but, I saw the
bigger picture. It was to promote the Chinese culture at TCU so that real
international students have a place to feel welcomed just like VSA. I had a lot of
fun we played games like checkers and head up.
Write 300 words about my eventDetails in the descriptionFor the short time I was at this event I learned a lot about Chinese culture and the amazing food which they provide for the Dongzhi Celebration. Dongzhi celebration is a winter festival which has its origin from the Han dynasty, a festival for Chines...
HM540
Unit5 Assignment
Crisis Intervention Strategy Case Study
In a 5- to 7-page paper (not counting references and abstract pages), describe the seven crisis intervention strategies for a crisis. Find one or more scenarios online that have examples of these strategies and use them as references in your paper.
Your paper should include:
· A listing and description of the seven crisis intervention strategies associated with trauma.
· Explanations of how the seven crisis intervention strategies can be applied in a crisis.
· Examples and/or recommendations of how the seven crisis intervention strategies have been and/or should be used within a scenario situation.
· Starts on Page 332 of the article
PLEASE USE THESE SEVEN CRISIS ONLY:
HM540
Unit5 DQ’s
TOPIC #1 Crisis Intervention Strategies for Leaders
As you contemplate the strategic use of crisis intervention strategies, what lessons have you learned that would help you if you were the local emergency manager for your community? What about if you were a federal coordinating official (FCO) in charge of a major response effort?
Respond Kindly to Student #1
Ryan Davidson
Crisis Intervention Strategies for Leaders
As a local emergency manager, understanding previous disaster response failures and successes is necessary, as the lesson learned from previous events can give insights to the needs of the community or areas that can be improved. Preventative care in the preparation of phase of a disaster should be one of the primary focus points to ensure that r ...
To prepare for this DiscussionReview Chapter 2 in your course.docxrowthechang
To prepare for this Discussion:
Review Chapter 2 in your course text, Crisis Intervention Strategies, paying particular attention to multicultural perspectives and considerations
Review the article, “Psychological Assessment of Children in Disasters and Emergencies,” and focus on the special issues related to assessing the needs of children and adolescents after a crisis. Also concentrate on the different psychological assessment tools that are appropriate for use with this population after a crisis.
Review the article, “Natural Disasters that Reveal Cracks in Our Social Foundation.” Think about the ways in which a break down in services and communication can be avoided for the elderly population during crises like the 2003 France heat wave.
Review the article, “The Transformation of Traditional Mental Health Service Delivery in Multicultural Society in California, USA That Can Be Replicated Globally,” paying particular attention to the necessity of mental health services as a top priority during crises.
Review the article, “Vulnerable Populations in an American Red Cross Shelter After Hurricane Katrina,” and think about the ways in which the ‘Model of Vulnerable Populations’ helps address crises wherein people suffer from multiple losses in their communities. Also think about appropriate mental health obligations that should be taken into consideration when working with vulnerable populations during and after a crisis.
Review the article, “Responding to Student or Teacher Death: Preplanning Crisis Intervention,” and focus on the importance of communicating with parents and students, as well as fostering a grieving process that facilitates healing after a student or teacher death.
Reflect on your Application Assignment from this week and think about the alternative communication systems and strategies that can be used when assisting individuals who have experienced a crisis. Also think about the ways in which to reach and communicate with vulnerable populations in these same situations(Whether a crisis or disaster is natural or man-made, effective communication strategies are needed no matter where it occurs. A great deal was learned about communication issues in the aftermath of Hurricane Katrina. After this disaster, thousands of residents in Alabama, Mississippi, and Louisiana were without roads, electricity, or cell phone towers. Because of this, creative means of communication, both inside and outside the region, were needed. Agencies with satellite phones had no difficulty, but for most survivors this was not a possibility—it was difficult to make phone calls both outside and inside the region. One means of communicating, however, was successful for many—text messaging. But, of course, this required a digital phone with texting capability, which not all had access to. In order to reach survivors who did not have this capability, four-wheel drive vehicles or trucks were necessary because roads and bridges were destroyed. Tr ...
This document provides an overview of five key primers on preventing atrocities from a toolkit developed for USAID. It acknowledges contributions from Freedom House, ABA ROLI, Global Rights, and Internews.
The first chapter discusses monitoring hate speech, which has historically been used to incite violence, and outlines best practices for creating an effective media monitoring system.
The second chapter examines the role of secure human rights documentation in atrocity prevention by documenting violations to prevent denial and support accountability.
The third chapter analyzes the role of transitional justice mechanisms like criminal prosecutions, truth commissions, reparations, and institutional reforms in preventing future atrocities after mass violence.
The fourth chapter discusses justice sector interventions
This document provides an overview of key stakeholders involved in international disaster and conflict response. It aims to improve understanding between different stakeholders who may have different mandates, responsibilities and operating procedures but work in the same environments. The document defines foundational terms like civil-military relations and coordination from both military and humanitarian perspectives. It also outlines concepts like donor, humanitarian imperative, and the UN cluster approach to humanitarian response. The overall goal is to enhance cooperation and effectiveness through greater mutual understanding.
please read the attached file cearfully before telling me you can do.docxChereCheek752
please read the attached file cearfully before telling me you can do it.
I need a complete
power
point presentation (that incloud outlines and pictures) that pointing
3 main points
on the
topic
that is mentioned in the attached file + the speech for the slides that must be 5-7 min lon.
.
please read my post carefully.then place handshakei have the wor.docxChereCheek752
please read my post carefully.then place handshake
i have the work already but i want u do
introduction, background, and conclusion
for it.
and some changes on the paper that already written.
you just need to
add three pages on my paper
.
deadline 20-24 hours.
i attached my paper,
.
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This document provides guidance and resources for two application assignments in an early childhood course. The first assignment involves creating an action plan to address the needs of young children and families affected by a natural disaster like Hurricane Katrina. Students are asked to discuss what early childhood professionals need to know about the impact of such events, ideas from expert resources on assisting children and families, and specific ways the student could help in their role. The second assignment involves creating an action plan for supporting young children experiencing a family loss like the death of a grandparent. Students are asked to discuss child development considerations, ideas from resources on how children of different ages grieve, and specific suggestions for helping families support infants, toddlers and preschoolers coping with loss
Rehabilitation ProgramDesign rehabilitation program for A left-h.docxaudeleypearl
Rehabilitation Program
Design rehabilitation program for A left-handed college baseball pitcher is in need of a rehabilitation program following Tommy John surgery.
· Use other outside sources in creating your program.
· Your program should include reasoning for your exercises, progressions, phases, etc.
· This paper should be spaced and formatted per APA guidelines, 6th edition.
Format to think about when writing your rehabilitation program.
1. Elbow rehabilitation program.
a. Is the program relevant to the injury, gender, age, and sport? Yes or No ?
b. If no, what is not relevant?
c. If yes, are the exercises clearly described?
d. If no, what is unclear or understated?
e. Are the exercises under the best stages of care? Yes or No ?
f. If no, where should they be moved to?
g. Are benchmarks created to know when progression of the exercises and phases is necessary? Yes or No?
h. What needs to be done to improve these items?
2. Communication
a. Put yourself in the role of the athlete. Are the exercises easy to understand or seem too complicated? Yes or No?
b. If no, what is missing, unclear or over/understated? Where does the communication break down and/or which exercise(s) and/or phase(s) is/are problematic and why?
Additional feedback/comments:
3. Program planning considerations
a. Did the writer take healing timelines and tissues injured into consideration when creating the program? Yes or No?
· If no, what information is missing?
b. Did the writer:
· explain why s/he chose this/these exercises? Yes or No?
· address why s/he believes the exercises will be useful in addressing the issues identified in the scenario? Yes or No?
i. If yes, did the writer accurately apply the exercises to the scenario? Yes or No?
ii. If yes, what clues in the program tell you that the exercises were applied accurately to the rehab phases?
iii. If no, what direction would you give the writer to strengthen this program?
DUE THURSDAY FEBRUARY 27, 2020
Students will be required to develop and write their own approximately 500 word response(2 pgs.)
1. Involving stakeholders in the planning process is extremely important and this includes the citizens if the whole community concept is to be applied. Just looking at your community's plan and website for emergency management, does it appear that the community has been involved in the process, why or why not?
In order to complete this assignment you must watch both videos linked provide below and Read all the attached files. 4 files are attached Answer must be related to the material provided:
Video: https://youtu.be/Ui-eBiMBkXY
https://youtu.be/__VD-cBC2vI
Community Resources & Preparedness
The National Preparedness System outlines an organized process for the whole community to move forward with their preparedness activities and achieve the National Preparedness Goal. The National Preparedness System integrates efforts across the five preparedness mission areas—Prevention, Protection, Mitig ...
Rehabilitation ProgramDesign rehabilitation program for A left-h.docxcarlt3
Rehabilitation Program
Design rehabilitation program for A left-handed college baseball pitcher is in need of a rehabilitation program following Tommy John surgery.
· Use other outside sources in creating your program.
· Your program should include reasoning for your exercises, progressions, phases, etc.
· This paper should be spaced and formatted per APA guidelines, 6th edition.
Format to think about when writing your rehabilitation program.
1. Elbow rehabilitation program.
a. Is the program relevant to the injury, gender, age, and sport? Yes or No ?
b. If no, what is not relevant?
c. If yes, are the exercises clearly described?
d. If no, what is unclear or understated?
e. Are the exercises under the best stages of care? Yes or No ?
f. If no, where should they be moved to?
g. Are benchmarks created to know when progression of the exercises and phases is necessary? Yes or No?
h. What needs to be done to improve these items?
2. Communication
a. Put yourself in the role of the athlete. Are the exercises easy to understand or seem too complicated? Yes or No?
b. If no, what is missing, unclear or over/understated? Where does the communication break down and/or which exercise(s) and/or phase(s) is/are problematic and why?
Additional feedback/comments:
3. Program planning considerations
a. Did the writer take healing timelines and tissues injured into consideration when creating the program? Yes or No?
· If no, what information is missing?
b. Did the writer:
· explain why s/he chose this/these exercises? Yes or No?
· address why s/he believes the exercises will be useful in addressing the issues identified in the scenario? Yes or No?
i. If yes, did the writer accurately apply the exercises to the scenario? Yes or No?
ii. If yes, what clues in the program tell you that the exercises were applied accurately to the rehab phases?
iii. If no, what direction would you give the writer to strengthen this program?
DUE THURSDAY FEBRUARY 27, 2020
Students will be required to develop and write their own approximately 500 word response(2 pgs.)
1. Involving stakeholders in the planning process is extremely important and this includes the citizens if the whole community concept is to be applied. Just looking at your community's plan and website for emergency management, does it appear that the community has been involved in the process, why or why not?
In order to complete this assignment you must watch both videos linked provide below and Read all the attached files. 4 files are attached Answer must be related to the material provided:
Video: https://youtu.be/Ui-eBiMBkXY
https://youtu.be/__VD-cBC2vI
Community Resources & Preparedness
The National Preparedness System outlines an organized process for the whole community to move forward with their preparedness activities and achieve the National Preparedness Goal. The National Preparedness System integrates efforts across the five preparedness mission areas—Prevention, Protection, Mitig.
v20231127 WHOPE BEMA Day One Sendai Framework Volunteer Workshop Session Zoom...Andrew Networks
v20231127 WHOPE BEMA Disaster Awareness Planning Preparation Recovery Day One Volunteer Workshop
4-Day Volunteers Workshop
November 27-30 2023
7am-9am Los Angeles
10am-12pm Washington DC
4pm-6pm Lagos, Nigeria
Disaster Awareness
Disaster Planning
Disaster Preparation
Disaster Recovery
WHOPE Chaplain James Mercy O.
BEMA Charles D. Sharp
NWN Lady Alicia Hamilton
FPYF Andrew Williams Jr
World Humanitarian Organization for Peace and Equity (www.w-hope.org)
Black Emergency Managers Association (BEMA) International (www.blackemergmanagersassociation.org)
Ad Hoc International Board of Goodwill Ambassadors (AHIABGA) Network (www.fb.com/groups/ahiagbatvnetwork)
TRN International News on New World Network (www.nwn.tv)
Quick recap
The meeting discussed the importance of disaster awareness, planning, preparation, and recovery. The World Humanitarian Organization for Peace and Equity, a Nigerian-based non-profit, non-governmental organization, operates on ten main objectives to promote peace, fundamental human rights, and social and economic development. The organization collaborates with Andrewnetworks.com to foster peace, justice, and fundamental human rights.
The meeting also focused on the United Nations Global Compact and its sustainable development goals, with a five-phase plan to cover all 15 years of these goals. Various humanitarian projects were proposed, including providing clean water to communities, establishing schools for street children, affordable housing for students in tertiary institutions, and school buses for nursery and primary school pupils.
The importance of community resiliency in emergencies and disasters was also highlighted, with a focus on disaster risk reduction as part of a worldwide effort. The meeting concluded with the recognition of outstanding volunteers from various organizations.
This document provides guidance on building sustainability into community recovery after a natural disaster. It discusses how sustainability can help communities become more resilient through disaster recovery. The recovery process involves both short-term and long-term efforts. Key steps include planning ahead for recovery, addressing obstacles, enabling holistic recovery efforts, and institutionalizing sustainability permanently in local policies and plans. Public participation, quality of life, economic vitality, social equity, environmental protection, and disaster resilience are all important principles to consider.
HM540Week5 Journal EntryReflectionAfter you have completedLizbethQuinonez813
HM540
Week5 Journal Entry
Reflection
After you have completed all of the assignments in this unit, write a 100- to 300-word reflection journal on what you have learned and what questions you may still have.
Write 300 words about my event
Details in the description
For the short time I was at this event I learned a lot about Chinese culture and the
amazing food which they provide for the Dongzhi Celebration. Dongzhi
celebration is a winter festival which has its origin from the Han dynasty, a festival
for Chinese people to gather and chat normally takes place between Dec 21st and
23rd. I meet some people who are like-minded such as myself. We shared similar
goals and ambitions like giving back to the community in which we grew up. what
was even more shocking to me was when we didn't even know each other and
they made me feel very comfortable. The event was pretty small but, I saw the
bigger picture. It was to promote the Chinese culture at TCU so that real
international students have a place to feel welcomed just like VSA. I had a lot of
fun we played games like checkers and head up.
Write 300 words about my eventDetails in the descriptionFor the short time I was at this event I learned a lot about Chinese culture and the amazing food which they provide for the Dongzhi Celebration. Dongzhi celebration is a winter festival which has its origin from the Han dynasty, a festival for Chines...
HM540
Unit5 Assignment
Crisis Intervention Strategy Case Study
In a 5- to 7-page paper (not counting references and abstract pages), describe the seven crisis intervention strategies for a crisis. Find one or more scenarios online that have examples of these strategies and use them as references in your paper.
Your paper should include:
· A listing and description of the seven crisis intervention strategies associated with trauma.
· Explanations of how the seven crisis intervention strategies can be applied in a crisis.
· Examples and/or recommendations of how the seven crisis intervention strategies have been and/or should be used within a scenario situation.
· Starts on Page 332 of the article
PLEASE USE THESE SEVEN CRISIS ONLY:
HM540
Unit5 DQ’s
TOPIC #1 Crisis Intervention Strategies for Leaders
As you contemplate the strategic use of crisis intervention strategies, what lessons have you learned that would help you if you were the local emergency manager for your community? What about if you were a federal coordinating official (FCO) in charge of a major response effort?
Respond Kindly to Student #1
Ryan Davidson
Crisis Intervention Strategies for Leaders
As a local emergency manager, understanding previous disaster response failures and successes is necessary, as the lesson learned from previous events can give insights to the needs of the community or areas that can be improved. Preventative care in the preparation of phase of a disaster should be one of the primary focus points to ensure that r ...
To prepare for this DiscussionReview Chapter 2 in your course.docxrowthechang
To prepare for this Discussion:
Review Chapter 2 in your course text, Crisis Intervention Strategies, paying particular attention to multicultural perspectives and considerations
Review the article, “Psychological Assessment of Children in Disasters and Emergencies,” and focus on the special issues related to assessing the needs of children and adolescents after a crisis. Also concentrate on the different psychological assessment tools that are appropriate for use with this population after a crisis.
Review the article, “Natural Disasters that Reveal Cracks in Our Social Foundation.” Think about the ways in which a break down in services and communication can be avoided for the elderly population during crises like the 2003 France heat wave.
Review the article, “The Transformation of Traditional Mental Health Service Delivery in Multicultural Society in California, USA That Can Be Replicated Globally,” paying particular attention to the necessity of mental health services as a top priority during crises.
Review the article, “Vulnerable Populations in an American Red Cross Shelter After Hurricane Katrina,” and think about the ways in which the ‘Model of Vulnerable Populations’ helps address crises wherein people suffer from multiple losses in their communities. Also think about appropriate mental health obligations that should be taken into consideration when working with vulnerable populations during and after a crisis.
Review the article, “Responding to Student or Teacher Death: Preplanning Crisis Intervention,” and focus on the importance of communicating with parents and students, as well as fostering a grieving process that facilitates healing after a student or teacher death.
Reflect on your Application Assignment from this week and think about the alternative communication systems and strategies that can be used when assisting individuals who have experienced a crisis. Also think about the ways in which to reach and communicate with vulnerable populations in these same situations(Whether a crisis or disaster is natural or man-made, effective communication strategies are needed no matter where it occurs. A great deal was learned about communication issues in the aftermath of Hurricane Katrina. After this disaster, thousands of residents in Alabama, Mississippi, and Louisiana were without roads, electricity, or cell phone towers. Because of this, creative means of communication, both inside and outside the region, were needed. Agencies with satellite phones had no difficulty, but for most survivors this was not a possibility—it was difficult to make phone calls both outside and inside the region. One means of communicating, however, was successful for many—text messaging. But, of course, this required a digital phone with texting capability, which not all had access to. In order to reach survivors who did not have this capability, four-wheel drive vehicles or trucks were necessary because roads and bridges were destroyed. Tr ...
This document provides an overview of five key primers on preventing atrocities from a toolkit developed for USAID. It acknowledges contributions from Freedom House, ABA ROLI, Global Rights, and Internews.
The first chapter discusses monitoring hate speech, which has historically been used to incite violence, and outlines best practices for creating an effective media monitoring system.
The second chapter examines the role of secure human rights documentation in atrocity prevention by documenting violations to prevent denial and support accountability.
The third chapter analyzes the role of transitional justice mechanisms like criminal prosecutions, truth commissions, reparations, and institutional reforms in preventing future atrocities after mass violence.
The fourth chapter discusses justice sector interventions
This document provides an overview of key stakeholders involved in international disaster and conflict response. It aims to improve understanding between different stakeholders who may have different mandates, responsibilities and operating procedures but work in the same environments. The document defines foundational terms like civil-military relations and coordination from both military and humanitarian perspectives. It also outlines concepts like donor, humanitarian imperative, and the UN cluster approach to humanitarian response. The overall goal is to enhance cooperation and effectiveness through greater mutual understanding.
please read the attached file cearfully before telling me you can do.docxChereCheek752
please read the attached file cearfully before telling me you can do it.
I need a complete
power
point presentation (that incloud outlines and pictures) that pointing
3 main points
on the
topic
that is mentioned in the attached file + the speech for the slides that must be 5-7 min lon.
.
please read my post carefully.then place handshakei have the wor.docxChereCheek752
please read my post carefully.then place handshake
i have the work already but i want u do
introduction, background, and conclusion
for it.
and some changes on the paper that already written.
you just need to
add three pages on my paper
.
deadline 20-24 hours.
i attached my paper,
.
Please read the attachment.Please write a pure Essay Paper. Plea.docxChereCheek752
Please read the attachment.
Please write a pure Essay Paper. Please read the instructions. Then follow the grade sheet. Please fully understand both attachments. Also, the essay will be scanned before student upload it for a final grade. Please make sure error is free. And references are given with cited.
.
Please read first because this Assignment is for correction.Plea.docxChereCheek752
Please read first because this Assignment is for correction.
Please, read through the corrections before sending me messages. Because, if you don’t I will not response to your messages. Also, I will attached two more articles for whoever I choose to help me with this assignment. In addition, please, remove the introduction, and also attach a sample of a “Needs Assessment”
Topic Needs Assessment
Title: HIV among Young Men Who Have Sex with Men
Section 1: Background Information
All of this is opinion and needs to come out.
Sex is seemingly as old as the world is. However, sex among men, and especially young men having sex with men has not always been in the books of history. This is arguably one of the latest practices, although some sources have claims of sex among men after the antediluvian period. While sex has positive effects such as procreation, there are some negative effects which include contraction of deadly sexually transmitted diseases.
One such disease is HIV/AIDS.
HIV/AIDS is an acronym for
Human ImmunoDefiency Virus/ Acquired Immune Deficiency Syndrome
not capitalized
. Da
ta
from the Centers for Disease Control and Prevention (2015) sho
ws
that
while
over one million people aged above 13 years of age were living with the disease in the US by the year 2014
,
with
an average of 40,000 new infections are recorded each year (Centers for Disease Control and Prevention [CDC], 2015)
when you use the word while...it indicates as opposite statement coming..and that is not what this sentence did
. The high number of people who are ignorant about their HIV status
and
those who purposely choose to ignore it
has
continued to increase the risk levels for other uninfected people in the world, among them being young men who have sex with men
isn’t it possible that they are one of the above?
.
In this areas and/or introduction...you should be discussing morbidity, mortality,....you need to highlight incidence is higher in this group than in others
Introduction
The issue of young men having sex with other men has continued to be a thorny issue for a number of years, dividing the society between those who support this practice and those who oppose it. Supporters of young men having sex with other men argue that people have a right to decide their sexual orientation and preferences without undue pressure from external forces. However, those who oppose this practice argue that it emanated from social decay and as such should not be supported. One common point of agreement between these two camps is that the practice of young men having sex with men is risk and has the capability to cause grave danger to these men.
opinion
Although sex even among heterosexual could turn out to be risk and a cause of contraction of dangerous sexually transmitted diseases and infections, the risk of contraction of such health complications is doubly higher among young men who have sex with other men.
There are several reasons that c.
Please read below, and write esaay.I need 3 pages.Overvi.docxChereCheek752
Please read below, and write esaay.
I need 3 pages.
Overview
Many people are unaware of just how much they use media. It is important for us to have an awareness of the various types of media that inundate our culture and the degree to which we use those media. This is a component of media literacy.
Instructions
For this assignment, you will keep 3 days of media logs and then write a reflective essay. Please keep a daily journal that records your media use for three days. Track you use of all of the following (even if you don't use something, please make a note of that). Keep track of the time periods when you use it and what you are using it for.
Computer—online
Computer--offline
TV
Newspapers/Magazines
Radio
Stereo/CD
Books
Telephone
Other
For each day, keep a detailed record of how much time you spend using each different medium, and the purpose of the media use (e.g., talking to parents, playing music while studying, recreational TV, etc.) Keep daily logs; you may turn in your "Media Logs" as a list, a table, in columns or in whatever format you choose.
In addition to the 3 days of logs, please write a reflective essay (about 2-4 pages, double spaced) that comments on what you learned about your media use by doing this assignment. For the essay, you may want to think about: what did you learn? did anything surprise you? did you notice any patterns in your media use? has your media use changed? why do you use some forms of media more or less? what role do you think media plays in most people's lives?...)
By Sunday at 11:59 pm PST, please submit:
the 3 days of media logs, AND
your essay
.
Please Read Before RespondingI need assistance with a .docxChereCheek752
***Please Read Before Responding***
I need assistance with a well thought out, well written AWP essay the Essay must use evidence (concrete details from the story) to support your answer. Five paragraphs.
http://www.ciaranhinds.eu/pdf/crucible3.pdf
.
Please provide response to the below post. Topic #1) You are an .docxChereCheek752
Please provide response to the below post.
Topic #1) You are an administrator for the Contoso Corporation and you are responsible for multiple Hyper-V hosts. Often, the developers need to create virtual machines so that they can test their applications. Describe the steps you should take so that developers can create and manage their own machines yet not have direct access to the Hyper-V hosts.
Topic #2) You are an administrator for the Contoso Corporation, which has approximately 400 servers running Windows Server 2012 R2, 50 servers running Windows Server 2012, and 200 servers running Windows Server 2008 R2. You also have several virtual machines running Windows 7 and Windows 8/8.1 and you have approximately 15 domain controllers. From time to time, you field requests in which you need to specify when a user has logged in and when a user has accessed confidential documents. Describe how to handle such requests.
.
Please provide an annotation for the two articles attached AND ide.docxChereCheek752
Please provide an annotation for the two articles attached AND identify three common themes in both articles.
Note the purpose of the article, the participants/subject of the study, the conclusions drawn by the author(s), and the validity of the conclusions. Evaluate the article: is it a credible source? Describe the credibility of the author – are there any biases? How well did the author support his or her assertions? Did they provide an adequate literature review? Were there any limitations?
Due tomorrow, 02/07/2017 at noon.
Note the purpose of the article, the participants/subject of the study, the conclusions drawn by the author(s), and the validity of the conclusions. Evaluate the article: is it a credible source? Describe the credibility of the author – are there any biases? How well did the author support his or her assertions? Did they provide an adequate literature review? Were there any limitations?
.
Please provide a statement that addresses your reasons for transferr.docxChereCheek752
Please provide a statement that addresses your reasons for transferring and the objectives you hope to achieve. You can type directly into the box, or you can paste text from another source. (250-650 words). I'm a Bachelor Student, who wants to transfer to another university, so they need this essay.
.
Please provide a brief response to the following questions1) How .docxChereCheek752
Dr. Herskovits' discoveries about African cultural practices supported Dr. Woodson's beliefs that Eurocentric thinking distorted understanding of African history and culture. Dr. Cheikh Anta Diop believed that African people were responsible for Egyptian culture and civilization, which he supported through evidence but was a controversial Afrocentric perspective.
PLEASE NOTE OF SOURCESMATERIALS ALSO INCLUDED---USE THEMT.docxChereCheek752
PLEASE NOTE OF SOURCES/MATERIALS ALSO INCLUDED---USE THEM
TWO ASSIGNMENTS
TWO ASSIGNMENTS
TWO ASSIGNMENTS
TWO ASSIGNMENTS
TWO ASSIGNMENTS
TWO ASSIGNMENTS
.
Please note that the following vignettes represent samples of the ty.docxChereCheek752
Please note that the following vignettes represent samples of the types of questions you will be asked to respond to on the comprehensive exam. You will NOT receive these questions on the comprehensive exam; they are for study purposes only. Vignette Please compose a well-written and organized essay in response to each of the following questions. When writing your essays, please 1.Use APA (6th edition) Style, with 1-inch margins, double-spaced, 12 font, with a reference list at the end. 2.Write clearly and concisely. 3.Cite appropriate, and especially current, literature (empirical and/or theoretical). 4.Avoid all sexist idioms and allusions. 5.Remember to demonstrate your multicultural competence where appropriate. Vignette: Utilize this scenario for all of your responses A 42-year-old African American woman was brought to the emergency room by police officers for evaluation prior to going to jail to await disposition. She reported that she had been shopping when "something happened." She said that she had no recollection of events between the time she entered the store and an hour later, when she was arrested for shoplifting in a nearby department store with a considerable amount of stolen property on her person. She protested her innocence and became so agitated, belligerent, and profane that the arresting officers took her to the hospital for evaluation. At the hospital she reported that two years previously she had been arrested for shoplifting and had had amnesia for the act. The charges against her were then dropped because she explained that both the shoplifting and the amnesia resulted from her forgetting to eat after taking her insulin. Of note, her blood-sugar level on testing in the emergency room was elevated. The patient calmed down appearing asymptomatic after the evaluation and was transferred to jail pending a preliminary hearing. When she learned that her release was planned for the next day and that the charges against her would not be dropped, she became extremely agitated, angry, and abusive to the officers. Shortly thereafter, she complained of a headache and said she had no recollection of her abusive behavior. Later that evening she accosted an officer angrily. When the officer responded and addressed the patient by name, "Naomi," the patient said that her name was "Oprah" and that she would not allow herself to be called "Naomi," whom she described as a "wimp and a loser." "Oprah’s" voice and movement were somewhat different from those of "Naomi." She claimed that she had done the shoplifting and stepped back so that "Naomi" could be caught and humiliated, and that if she had wanted to, she could have evaded detection easily. She was returned to the ER and subsequently admitted to the inpatient psychiatric unit for observation. For the next two days, the patient had many apparent switches of personality, accompanied by conspicuous changes in dress, makeup, and demeanor. On several occasions "Oprah" was disrupti.
Please no plagiarism. I have attached an example to go by. The popul.docxChereCheek752
Please no plagiarism. I have attached an example to go by. The population I chose and currently work with are incarcerated juveniles, so at-risk youth.
Boundary Issues
It may not be possible or reasonable for counselors to always avoid dual relationships with clients. For example, counselors who live and work in small rural communities may attend the same religious institutions as their clients, or use the same libraries, doctors, or other services. In these multiple-relationship situations, counselors would not be in violation of ethical standards if they took reasonable steps to protect their objectivity and efficacy, and to avoid possibilities of exploitation or harm.
Counselors and supervisors usually consider dual relationships on a continuum of risk. As you work through the notion of dual relationships, you should consider the relationship with your client and the context of the situation. It is also important to consider the impact of dual roles on the power dynamics of the therapeutic relationship. For example, clients, students, and supervisees have less experience, knowledge, and power compared with licensed counselors and supervisors. Consequently, they are less likely to recognize inappropriate boundary crossings or to express their concerns about these crossings. It is your responsibility as an ethical practitioner to monitor and ensure appropriate boundaries across all related counseling situations.
For this Discussion, review the
Clinical Mental Health Counseling: Boundary Issues
media and consider the population that you are interested in working with as a professional counselor. Then, review the Learning Resources for this week and explore potential boundary issues you may encounter while working with this population. Reflect on potential benefit or harm related to boundary crossing. Finally, consider potential consultants who might be able to address any boundary issues.
Post by Day 3
a brief description of the population you selected. Then, explain any potential boundary issues you anticipate may be challenging in working with this population and explain why. Explain the potential benefit or harm associated with boundary crossing with this population. Finally, explain who you might consult with to address this boundary issue and why.
Be sure to use the Learning Resources and the current literature to support your response.
Respond by Day 5
and expand on your colleague’s posting by providing an alternate perspective on how you would work with your colleague’s selected population. Provide potential boundary crossing challenges that your colleague did not discuss and offer potential solutions for addressing these challenges.
Required Resources
Note:
To access this week's required library resources, please click on the link to the Course Readings List, found in the
Course Materials
section of your Syllabus.
Readings
Herlihy, B., & Corey, G. (2015).
ACA ethical standards casebook
(7th ed.). Alexandria, VA: American Cou.
PLEASE NO PLAGIARIZE!! Have 10 hours to fullfil this work. 1page or .docxChereCheek752
Women have long faced inequality compared to men, but the women's rights movement in the mid-late 20th century improved women's status by opening positions traditionally held by men. While some feel women have achieved equality in the 21st century, others disagree. The document asks how one would describe current gender equality in Western culture and whether there are still major areas of large-scale discrimination against women, requesting two examples if so or a rationale if not.
Please Paraphrase the following into a more scholarly toneI f.docxChereCheek752
Please Paraphrase the following into a more scholarly tone:"
"I feel like after reading these excerpts I feel like the first answer clarified what exactly Gus Casely-Hayford was really trying to figure out about Ethiopian history. It was clear that he was trying to figure out its history, however, it was difficult to put the pieces together and pinpoint things that could lead to it's past. I don't think it was a specific sentence it was really just how they answered it that helped me put it together.
A sentence in another paragraph that clarified what the answer was at number two when it said "After this, Ethiopia switched to Christianity, which has a direct link with the history of the kingdom. The Patriarch claims that the Ark of the Covenant was brought to Ethiopia". It clarifies what the patriarch really meant when he said that they had accepted the old testament.
These excerpts can help when I am doing homework because they can be used as a structure when answering questions for my future homework. In my next homework, I will aim to have more references and actually pinpoint what the answer is because I feel like I do not fully answer the question I only answer it partially. So I can turn in something rather than nothing. It is sometimes difficult to understand the main idea or interpret what some people are saying in the documentaries. The readings, however, are easier to understand.
.
Please only respond if you are familiar with raspberry piIam loo.docxChereCheek752
Please only respond if you are familiar with raspberry pi
Iam looking to send Binary data over the GPIO pins. I need to use one of the input and output pin to send binary data on the output.
If you are very familiar with Raspberry pi please message me.
THank you
.
Please note this is 2 ASSIGNMENTS ......Please only orginial work on.docxChereCheek752
Please note this is 2 ASSIGNMENTS ......Please only orginial work only and please follow the instruction provided
Assignment 1: Week 3 COURSE PROJECT
Week 3: Create the Database
Create the database and associated tables in your database environment.
Assignment 2: Week 3 ILAB
iLab 3: Database Creation and Table Manipulation
.
PLEASE NEED TWO RESPONSES TWO HUNDRED WORDS EACHDistinguish b.docxChereCheek752
PLEASE NEED TWO RESPONSES TWO HUNDRED WORDS EACH:
Distinguish between various factions/denominations within Christianity (Catholic/Protestant/Orthodox/etc) and their impact on mainstream (dominant) expression of how Christianity is viewed by those on the "outside."
Consider the viewpoints we saw represented in
Once I Was a Beehive.
How does it differ or compare to popular or mainstream faith as you know it? Of course, it is one interpretation of faith in Jesus and how it impacts daily life (and during troubling times, as seen in the film).
For example, if I walked into one church, I might find folks picking up and handling snakes, singing rather loudly and outwardly in their expressions of worship. If I went to the congregation next door the following Sunday, I might find a church that barely whispered, used no music at all, and perhaps simply followed a monotone lecture/sermon style delivered over the course of an hour, or two, or three! Both representing the same organism/religion...
Please respond with no less than 200 words, and respond to at least one of your classmate's post.
.
Please no plagiarism and make sure you are able to access all resour.docxChereCheek752
Please no plagiarism and make sure you are able to access all resource on your own before you bid. I need this completed by 10/21/17 at 12pm.
Application:
Applying Theoretical Interventions for Clients Experiencing Life Transition and Developmental Issues, Part II
Marriage, couple, and family counselors have varying caseloads. What they all have in common is that their group of clients—whether large or small—represents the variety of human experience. Even those counselors with a specific clinical focus see variety in the ways in which specific issues manifest in different relationships. Part of the goal of your counseling program is to expose you to varying scenarios so that when you are faced with differing client situations, you will have the evidence-based research knowledge, flexibility, analytical skills, and theory-integration practice to know the best course of action to take with a particular couple or family.
To prepare for this Application Assignment, select and view one movie from the list provided in this week’s Learning Resources. Begin to conceptualize the couple's or family’s problem through your theoretical orientation and identify interventions that you might use. Finally, begin to locate articles in the Walden Library that could be used to justify the interventions you selected.
The assignment (2–3 pages)
Identify the movie you selected and the life transition/developmental issue present in the couple/family.
Conceptualize the couple's/family's problem through your chosen theoretical orientation.
Describe two interventions you would use to address these couple/family issues and how you would use them. (
Note
: The interventions may not emerge from your chosen theoretical orientation.)
Justify the intervention you selected with two evidence-based research articles.
Support your Application Assignment with specific references to all resources used in its preparation. You are asked to provide a reference list for all resources, including those in the Learning Resources for this course.
Submit your assignment by
Day 7
.
Learning Resources
Required Resources
Media
Please select, obtain, and view one of the following movies to use with this week’s Application Assignment:
Please note:
These films are
not
available through Walden Library. Contact your instructor if you are unable to obtain a copy independently.
Movie: Rydell, M. (Director). (1981).
On golden pond
[Motion picture]. [With K. Hepburn, H. Fonda, & J. Fonda]. United States: IPC Films.
Movie: Demme, J. (Director). (2008).
Rachel getting married
[Motion picture]. [With A. Hathaway, R. DeWitt, & D. Winger]. United States: Sony Pictures Classics.
Movie: Redford, R. (Director). (1980).
Ordinary people
[Motion picture]. [With A. Sutherland, M. Tyler Moore, & J. Hirsch]. United States: Paramount Pictures.
Readings
Article: Haggan, P. S. (1998). Counseling adult children of aging parents.
Educational Gerontology
,
24
(4), 333. Ret.
Please need two posts of 200 words each. Discuss the ways in whi.docxChereCheek752
Please need two posts of 200 words each.
Discuss the ways in which Confucianism can or may weave into our everyday lives, given what you've read and watched/reviewed. Consider the ways you saw Confucianism as a religion and/or as a philosophy displayed in the film
Confucius
, focusing on the themes of bravery, self-sacrifice, respect, and loyalty. As you've been reading through the text, you'll find multiple arguments suggesting that Confucianism is less religion, more philosophy. What are your thoughts? Use examples from the film and text to support your conclusions.
.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Federal Emergency Management AgencyA Compendium ofExempl
1. Federal Emergency Management Agency
A Compendium of
Exemplary Practices in
Emergency Management
Volume IV
PARTNERSHIPS IN
PREPAREDNESS
January 2000
Foreword
This Compendium of Exemplary Practices in Emergency
Management, Volume IV, is a product
of the emergency management community working in
partnership in service to the
public. It is the result of FEMA’s continuing outreach initiative
to identify the innovative
ideas, emergency management talent, and abundant resources
that exist throughout the
country.
What is an exemplary practice? In the judgment of the
emergency management partners
who reviewed all entries for this edition, it is any idea, project,
program, technique, or
method in emergency management that has worked in one place
2. and may be worthy of
adopting elsewhere. This Compendium describes public- and
private-sector emergency
management practices that include unique coordination among
organizations, volunteer
projects, resource sharing, and other innovative approaches to
emergency management.
In addition to describing the practices selected, the
Compendium refers readers to knowl-
edgeable individuals for further information. This book is not
only being published in
this printed format but is also available on the Internet at
FEMA’s World Wide Web site.
In keeping with FEMA’s goals of building a strong and
effective emergency management
system, the search for exemplary practices is continuing.
Instructions and a form for
submitting additional innovative ideas can be found at the end
of this volume, and we
urge you to share your exemplary practices.
Sincerely,
James Lee Witt
Director
Federal Emergency Management Agency
Kay C. Goss
Associate Director for Preparedness
Federal Emergency Management Agency
PARTNERSHIPS IN
3. PREPAREDNESS
A Compendium of Exemplary Practices in
Emergency Management
Volume IV
Federal Emergency Management Agency
January 2000
James Lee Witt
Director
Federal Emergency Management Agency
Kay C. Goss
Associate Director
Federal Emergency Management Agency
for the Preparedness Directorate
iii
_____________________________________________________
_______________ ACKNOWLEDGMENTS
Acknowledgments
Many people contributed to this fourth edition of the
Compendium. Their contributions include the critical executive
support needed to make this initiative a reality: the memoranda,
4. letters, and communications on the Internet
encouraging nominations from throughout the emergency
management community and the administrative tasks
and correspondence involved in the nominations of exemplary
practices in emergency management.
Under the policy guidance of Kay C. Goss, FEMA’s Associate
Director for Preparedness, Partnerships in Preparedness
was implemented in the Preparedness Outreach Division under
the direction of Thomas R. McQuillan. The project
officer during the development of this fourth edition was Maria
A. Younker.
However, the many ideas, suggestions, and encouraging words
of support received from people throughout the
public and private sectors of the emergency management
community have given the effort vitality. All of the
individual State, Tribal, and local emergency managers whose
support and nominations are a part of this edition
are acknowledged as contact people in the body of the
Compendium.
The Compendium is an example of interagency cooperation
between FEMA and the U.S. Department of Justice’s
National Institute of Justice (NIJ). NIJ’s assistance was
instrumental in establishing and applying a model of
information sharing among local, State, and Federal agencies.
The individuals listed below played direct roles in developing
this edition. We wish to thank everyone associated
with launching this initiative and helping it grow.
Federal Emergency Management Agency
Headquarters Leadership
Kay C. Goss
Associate Director for Preparedness
5. Michael Armstrong
Associate Director for Mitigation
Lacy E. Suiter
Executive Associate Director for Response and Recovery
JoAnn Howard
Administrator for Federal Insurance Administration
Carrye B. Brown
Administrator for U.S. Fire Administration
Clay G. Hollister
Executive Associate Director for Information Technology
Services
Bruce Campbell
Executive Associate Director for Operations Support
FEMA Regional Directors
Jeffrey A. Bean
Region I
Lynn G. Canton
Region II
Rita A. Calvan
Region III
John B. Copenhaver
Region IV
Dale W. Shipley
Region V
6. Raymond L. Young
Region VI
John A. Miller
Region VII
iv
_____________________________________________________
_______________ ACKNOWLEDGMENTS
Richard P. Weiland
Region VIII
Martha Z. Whetstone
Region IX
David L. de Courcy
Region X
State, Tribal, and Local Partners
Elizabeth B. Armstrong, CAE
International Association of Emergency Managers
Garry L. Briese, CAE
International Association of Fire Chiefs
Trina Hembree
National Emergency Management Association
Andrea A. Walter
IOCAD Emergency Services Group
7. Heather Westra
Prairie Island Indian Community
FEMA Participants
Morris Boone
Office of Emergency Information and Media Affairs
Leo Bosner
Response and Recovery Directorate
Elizabeth R. Edge
Response and Recovery Directorate
Marilyn MacCabe
Mitigation Directorate
William J. Troup
U.S. Fire Administration
Kyle W. Blackman
Preparedness Directorate
David M. Larimer
Preparedness Directorate
Peggy Stahl
Preparedness Directorate
National Institute of Justice
William A. Ballweber
Raymond German
John Schwarz
Daniel Tompkins
8. Robyn Towles
Jeremy Travis
NIJ’s Information Clearinghouse Staff
(Operated by Aspen Systems Corporation)
Rob Lee
Becky Lewis
Laura Mitchell
Annie Pardo
v
Table of Contents
Foreword␣
........................................................................................
Inside front cover
Acknowledgments␣
...............................................................................................
.... iii
Introduction␣
...............................................................................................
................. 1
Exemplary Practices in Emergency Management␣
................................................ 3
Indexes␣
...............................................................................................
........................ 39
9. Program Contacts␣
...............................................................................................
... 41
Program Titles␣
...............................................................................................
......... 43
Program Subjects␣
...............................................................................................
.... 45
Program Locations␣
...............................................................................................
. 51
Appendix
...............................................................................................
..................... 53
Online Resources
...............................................................................................
... 55
_________________________________________________
CONTENTS
vii
_____________________________________________________
____________________ INTRODUCTION
Introduction
Dear Partners:
10. When dealing with disasters, we can accomplish more together
as a group than as individuals. Natural disasters
permeate every corner of our communities. No individual,
business, or organization is left untouched. For this
reason, communities need to work together to become better
prepared. They need to take action before the next
earthquake, flood, hurricane, wildfire, or hazardous materials
incident occurs.
Since 1995 the Preparedness Directorate has been producing A
Compendium of Exemplary Practices in Emergency
Management. The objective of FEMA’s Compendium is to share
information regarding innovative emergency man-
agement programs that have worked well so that these programs
can be adopted elsewhere. By disseminating
information on exemplary practices that have worked,
communities can better prepare themselves to respond to
the diversity of natural or man-caused disasters.
This volume contains various exemplary practices detailing how
some communities have built partnerships and
implemented innovative programs to address specific areas of
emergency management. It is FEMA’s goal that the
methods and principles contained in this Compendium be
applied in any community across the country to help
build a safer and stronger America. By sharing your creative
and innovative programs for dissemination through
this Compendium to the emergency management community, we
can create a network of “Partners in Preparedness.”
As we create this network, it is important to remember that all
individuals have a vital role in protecting our
communities from the effects of disasters. It has become
evident by our Nation’s real-world events that emergency
management preparedness is necessary at all age levels of our
11. society. Integrating emergency management aware-
ness education in our school curriculum promotes the
development of an effective, comprehensive emergency
management infrastructure. We have included in this volume of
the Compendium several exemplary practices that
are geared toward school-age youth in their primary and
secondary years of study.
Project Impact is FEMA’s initiative to help communities build
capabilities to reduce the effects of disasters. The
efforts undertaken by the Project Impact Communities are
commendable and I am pleased that several of these
communities are recognized in this volume of the Compendium.
Also, this year I am pleased to recognize that the Compendium
includes an exemplary practice from one of our
Tribal Government partners, the Prairie Island Indian
Community. I have placed this exemplary practice first in the
“Exemplary Practices in Emergency Management” section to
recognize the unique relationship between Native
American Tribal Governments and the United States
Government. I hope to expand the Compendium to include a
section for Tribal Governments in future volumes.
A panel of our partners from the public and private emergency
management community reviewed all of the
practices included in this volume; the practices have been
certified as accurate by the submitters. FEMA is not
responsible for misinformation.
All four volumes of the Compendium are also published on the
Internet at www.fema.gov/library/lib07.htm.
The organization of this document responds to FEMA’s goal to
inform all interested individuals of innovative and
promising approaches to emergency management. The sections
12. are organized alphabetically by the State from
which the exemplary practice was nominated. Under each State
listing, the programs are organized alphabetically
by project name. Each program listing provides data in the
following categories: name of the program, contact
person’s name, address, e-mail address where available, phone,
and fax numbers; program type; population
targeted by the program; program setting; startup date;
description of the program; evaluation information; annual
1
viii
budget; sources of funding; and in some cases, additional
sources for information. The categories are highlighted to
help the reader peruse each listing for specific data. For
example, check the Program Type description to get a
quick overview of the program’s purpose. Read the Program
Description to learn more about the program’s goals
and operations. Check the Evaluation Information for indicators
of its success.
Four indexes enable the readers to locate key information:
• Contact. The names of the program contacts are listed in
alphabetical order to enable the reader to easily
identify the individuals to write to or call for further
information.
• Title. The program titles are listed in alphabetical order.
• Subject. Most programs have been indexed to more than a
single subject heading. Subject headings include
13. aspects such as the type of problem being addressed by the
program (e.g., earthquakes, hurricanes), the pro-
gram type (e.g., damage assessment), and solutions to problems
(e.g., evacuation routes, emergency response
teams).
• Location. This index enhances the Table of Contents by
indicating the cities and counties within a State covered
by the program. If a program is multistate, that information is
listed first under the name of each involved State.
If the program is operating throughout a single State, that
information is provided next.
I hope that this Compendium is effective in helping you to take
a step toward building a safer and stronger emer-
gency management community in your neighborhood. With your
dedication and involvement, we can work to
prepare ourselves for tomorrow and build a more disaster -
resistant America today.
I urge you to share your exemplary practices! We look forward
to hearing from you.
Sincerely,
Kay C. Goss
Associate Director for Preparedness
2
_____________________________________________________
____________________ INTRODUCTION
Exemplary
14. Practices in
Emergency
Management
5
PRAIRIE ISLAND INDIAN COMMUNITY
Prairie Island Fire Engine
Deployment
Contact:
Heather Westra
Emergency Planner
Prairie Island Indian
Community
5636 Sturgeon Lake Road
Welch, MN 55089
Tel: 651–385–2554, ext. 4285
Fax: 651–385–4110
Program Type:
Fire prevention.
Target Population:
Approximately 150 residents
of the Prairie Island Indian
Community and visitors to
the Treasure Island Resort
and Casino.
Setting:
Communitywide.
15. Project Startup Date:
1999.
Program Description:
The community is located on an island in the Mississippi River
and is acces-
sible by only one paved road, bisected by a railroad line. A train
derailment or
other road closure would result in the community’s becoming
isolated from
fire protection by the Red Wing Fire Department, which is
located approxi-
mately 13 miles away.
To prepare for such an emergency, the community has obtained
a surplus fire
engine and is training volunteers to respond. Community
members are being
trained as volunteer firefighters and they have been taught how
to deploy the
vehicle in the event of an emergency, which results in increased
response
capability and community involvement.
The fire engine was obtained by using U.S. Government surplus
procedures.
It is also available for use by the Red Wing Fire Department on
request.
Evaluation Information:
The Red Wing Fire Department has expressed gratitude for the
additional
equipment and assistance.
Annual Budget:
16. Estimated at less than $2,000.
Sources of Funding:
This program is funded through Prairie Island Indian
Community revenue.
6
ARKANSAS
Contact:
Terry Gray
Arkansas Office of Emergency
Services
P.O. Box 758
Conway, AR 72033
Tel: 501–730–9798
Fax: 501–730–9853
E-mail: [email protected]
adem.state.ar.us
Program Type:
Flood mitigation.
Target Population:
Residents of the city of
McGehee.
Setting:
Residential area east of and
adjacent to Black Pond Slough.
Project Startup Date:
17. November 1995.
Program Description:
McGehee residents living east of and adjacent to Black Pond
Slough had
experienced flooding numerous times in the previous 10 years,
with approxi-
mately 25 houses incurring damages in excess of $1.1 million,
or an annual
average of $150,000. Following severe flooding and designation
of the neigh-
borhood as a Federal and State disaster area on January 27,
1994, the city of
McGehee surveyed local residents about flood damage and came
up with a
plan to mitigate future damage.
The city built a 17-acre detention basin to the west of the
affected subdivision,
as well as a containment levee on the east side of Black Pond
Slough and the
north side of the detention basin. Storm water flows into the
detention basin
and remains there until water in Black Pond Slough recedes. At
that point, a
storm water pump with the capacity to empty the 5-foot deep
basin in 48
hours discharges water back into the slough. The system also
reduces flood-
water infiltration into the McGehee sewer system and damage to
city streets.
The facility was completed in October 1998 and received its
first test in January
1999 when 8.3 inches of rain fell in McGehee over a 3-day
span. No homes
18. were flooded and the detention facility averted an estimated
$200,000 in
damages.
Arkansas is currently helping North Little Rock and Helena to
construct
similar facilities.
Annual Budget:
$1,000 for maintenance.
Sources of Funding:
FEMA provided 75 percent ($436,500) of needed funds, with
State and local
agencies contributing the remaining 25 percent ($72,500 each).
Black Pond Slough Detention
Facility
7
Clay County Earthquake
Preparedness and Mitigation
Program
Contact:
Judge Gary Howell
151 South Second Avenue
Piggott, AR 72454
Tel: 870–598–2667
Fax: 870–598–5592
Program Type:
Earthquake mitigation.
19. Target Population:
Residents of Clay County,
Arkansas.
Setting:
Countywide.
Project Startup Date:
September 1997.
Program Description:
The Clay County Disaster Resistant Community Council, a
voluntary organi-
zation, uses its members’ networking skills to promote
earthquake prepared-
ness and mitigation in an area that lies atop the New Madrid
fault. More than
4,000 minor earthquakes, most too small to be felt, have been
detected in the
area since monitoring instruments were installed in 1974.
Chances of an earth-
quake registering 6.0 or greater on the Richter scale occurring
before 2000 have
been estimated at 50 percent, and before 2040 at 90 percent.
Council members focus their efforts on meeting goals of safety
and earthquake
preparedness for schools, hospitals, and businesses, and citizen
awareness and
education. Toward those ends, the council has leveraged more
than $3 million
in grants and completed the following projects:
• Installed earthquake-sensitive gas valves in all county school
buildings.
20. • Completed a seismic engineering survey for the Piggott and
Central Clay
County school districts.
• Approved seismic retrofits for those two school districts.
• Completed applications for seismic retrofit grants for Corning
School
District and Piggott Hospital.
• Developed a Clay County Hazard Assessment and Hazard
Mitigation Plan.
Evaluation Information
FEMA has named Clay County and its three largest cities—
Corning, Piggott,
and Rector—a Project Impact community. Only one city or
county in each State
receives this designation, which means FEMA provides
technical assistance
and support.
Annual Budget:
None given.
Sources of Funding:
FEMA grants have provided the majority of project funding.
The council is
seeking other funding sources, including a 12.5-percent local
match.
ARKANSAS
8
21. Los Angeles Unified School District
Earthquake and Safe Schools
Training
Contact:
Dan Austin
Chief of Staff/Assistant
Superintendent
Los Angeles Unified School
District
450 North Grand Avenue
Los Angeles, CA 90012
Tel: 213–625–6251
Fax: 213–485–0321
E-mail: [email protected]
lausd.k12.ca.us
Program Type:
Training.
Target Population:
Los Angeles Unified School
District staff.
Setting:
Throughout the school district.
Project Startup Date:
1995.
Program Description:
During two Shake Days held in November and April each year,
every school
22. in the Los Angeles Unified School District responds to a
scenario involving a
6.0-magnitude earthquake that result in injuries, death, chemical
spills, and
other hazards. Students participate in drills, while school
system employees
enact their roles as members of teams for first aid, search and
rescue, student
assembly, fire suppression, security, and other tasks. All
schools in the system
maintain 72-hour supplies of food and water and a large cargo
container filled
with earthquake preparedness supplies, including search and
rescue and first
aid kits. These enactments allow school system employees to
exercise the
annual training they receive on rapid, effective response in the
aftermath of a
major earthquake or other disaster.
The training program is held each year in 27 locations
convenient to the
system’s clusters of schools, and includes the use of updated
training manuals
and videos. In addition to the annual training, staff also hold a
monthly
discussion on a specific safety preparedness topic as part of
faculty meetings.
Staff have not yet had to use the training in the aftermath of an
actual earth-
quake, but several schools have had occasion to apply the
training to other
emergency situations, including school lockdowns following
bank robbery
attempts in which gunfire had crossed campuses.
23. School districts across the Nation have requested materials and
assistance to
use in modifying this training, which prepares all adult
employees to protect
and shelter students in the event of a major disaster. The
training was devel-
oped by the school district’s Office of the Superintendent,
Office of Emergency
Services, and Professional Development Collaborative/Office of
Instructional
Services. It also included contributions by the offices of
Environmental Health
and Safety, Maintenance and Operations, Communications, and
School Mental
Health, as well as the State of California Division of the State
Architect. The
content and procedural model of the training was based on
earthquake
preparedness training from the National Emergency Training
Center in
Emmitsburg, Maryland.
Evaluation Information:
After receiving training, 95 percent of participants evaluated the
program as
“excellent.”
Annual Budget:
$1.2 million.
Sources of Funding:
School district operating budget.
CALIFORNIA
24. 9
Montecito Emergency Response
and Recovery Action Group
(MERRAG)
Contact:
Herb McElwee
Chief
Montecito Fire Protection
District
595 San Ysidro Road
Santa Barbara, CA 93108
Tel: 805–969–7762
Fax: 805–969–3598
E-mail: [email protected]
montecitofire.com
Program Type:
Mutual self-help organization.
Target Population:
In addition to the 13,000 resi-
dents of Montecito, a seasonal
tourist and student population.
Setting:
Montecito.
Project Startup Date:
1987.
Program Description:
25. MERRAG uses the resources of its members and the community
at large for
cooperative community disaster recovery response within the
critical first 72
hours. Initially formed by the Montecito Fire, Water, and
Sanitary Districts, the
group has since expanded to take in large private institutions,
homeowners’
associations, and individuals as members.
MERRAG’s goals are to:
• Support the Fire District in its response to life-threatening
situations.
• Coordinate support activities with outside emergency services
agencies.
• Muster and organize local resources.
• Maintain a reliable communication system.
• Train District staff and community volunteers in disaster
preparedness and
recovery.
• Minimize property damage.
• Provide assistance in qualifying for disaster rel ief funds.
The group demonstrated its ability to meet these goals during
the 1997 and
1998 El Niño floods, which caused damage throughout the
community.
MERRAG provided such services as traffic control where trees
were downed
and preparation and delivery of sandbags to homes threatened
by flooding.
MERRAG also offers ongoing training through monthly
meetings and special
training events.
26. The group became incorporated as a private nonprofit
corporation in 1993,
receiving a charitable designation from California and a
501(c)(3) designa-
tion from the Internal Revenue Service. This allows MERRAG
to solicit tax-
deductible donations, which have been used to purchase
equipment and
other resources.
Evaluation Information:
MERRAG was honored by the Montecito Association for its
efforts during
the 1997 and 1998 El Niño floods. Project Impact coordinators
approached
MERRAG and invited the organization to become a partner in
Project Impact.
The organization was asked to partner as an example of how a
community can
coordinate together to prepare for and recover from disasters.
Annual Budget:
$2,000 for supplies.
Sources of Funding:
Institutions, homeowners’ associations, and individuals pay
membership fees
to cover the annual budget. Donations cover additional
expenses.
CALIFORNIA
10
27. Public Education and Professional
Outreach Programs for Disaster
Preparedness
Contact:
Russell C. Coile
Disaster Coordinator/Emer-
gency Program Manager
Pacific Grove Fire Department
600 Pine Avenue
Pacific Grove, CA 93950–3317
Tel: 831–648–3110
Fax: 831–648–3107
E-mail: [email protected]
Program Type:
Public education and profes-
sional outreach.
Target Population:
Residents of Pacific Grove.
Setting:
Citywide.
Project Startup Date:
1990.
Program Description:
The Pacific Grove Fire Department has developed
comprehensive programs
for educating local residents about disaster preparedness,
including specific
programs that focus on earthquakes, fire safety, other natural
disasters, and
28. oil spills.
Through its materials and presentations, the department
promotes 72-hour
self-sufficiency for local residents by encouraging them to keep
supplies of
medicine, food, drinking water, flashlights, and other essentials
on hand.
Another program, “Oil Spill!”, is a four-act dramatization of the
incident
command system and how it operates during a spill incident.
The fire depart-
ment uses a portable two-story model house built to scale for a
6-year-old
child to teach local kindergarten students about earthquake and
fire safety. It
also offers a 6-week training program for adult Volunteers in
Preparedness
(VIPs), the local community emergency response teams.
In the past 10 years, numerous presentations have been given to
such groups
as the Lions, Kiwanis, and Rotary clubs; the Pacific Grove
Chamber of Com-
merce; the Pacific Grove School District; retirement
communities and senior
centers; homeowners’ associations; the Boy Scouts; and the
police depart-
ment’s Citizens’ Police Academy.
Evaluation Information:
The fire department’s emergency program manager has
presented papers on
programs at conferences given by various State, national, and
international
professional societies.
29. Annual Budget:
$2,000 for disaster preparedness literature.
Sources of Funding:
Pacific Grove funds the ongoing program through its annual
budget. The
model house was built using a FEMA grant at a cost of $42,000.
CALIFORNIA
11
School-Based Disaster Mental
Health Services for Children in the
Laguna Beach Firestorm
Contact:
Merritt D. Schreiber, Ph.D.
Clinical Psychologist
Children and Youth Mental
Health Services
Orange County Health Care
Agency
3115 Redhill Avenue
Costa Mesa, CA 92626
Tel: 949–499–5346
Fax: 714–850–8492
E-mail: [email protected]
Program Type:
Crisis counseling.
30. Target Population:
Children and adolescents
exposed to the Laguna Beach
firestorm and their families.
Setting:
All schools in Laguna Beach.
Project Startup Date:
October 1993.
Program Description:
On October 27, 1993, Santa Ana winds in excess of 45 miles per
hour fanned an
arson-induced fire into a firestorm that caused the evacuation of
the entire city
of Laguna Beach. The fire, which burned 16,682 acres,
destroyed 366 homes
while damaging 84 more. Residents were unable to return to
their homes for
3 days, and schools were closed for an additional 5 days.
The Laguna Beach United School District asked Children and
Youth Mental
Health Services of Orange County to develop continuing mental
health serv-
ices to help children and adolescents cope with post-traumatic
stress in the
aftermath of the firestorm. These youth had to cope with events
that included
seeing flames and burning homes; being evacuated from schools
and homes;
being separated from parents for periods ranging up to 18 hours;
trying to
save parents, homes, neighbors, and pets; inability to return
home to rescue
31. pets or retrieve belongings; and losing their own homes or
knowing someone
who lost their home.
Using a collaborative school-based model, a partnership that
included schools,
the Orange County Health Agency, and private corporations
provided services
to parents and children at each school that included crisis
assessment; indi-
vidual, family, parent, group, and school counseling services;
bilingual serv-
ices; and specialized outreach to minority populations. Between
October 27,
1993, and March 30, 1995, services were provided to
approximately 500
children.
Annual Budget:
None given.
Sources of Funding:
FEMA and the Emergency Services Disaster Relief Branch at
the U.S. Depart-
ment of Health and Human Services, Center for Mental Health
Services.
CALIFORNIA
12
FLORIDA
Adopt a House
32. Contact:
Ronald J. Ruback
Hazard Mitigation Coordinator
City of Deerfield Beach
150 Northeast Second Avenue
Deerfield Beach, FL 33441
Tel: 954–480–4249
Fax: 954–422–5812
E-mail: [email protected]
deerfieldbch.com
Program Type:
Home renovation.
Target Population:
Low-income senior citizens.
Setting:
Deerfield Beach.
Project Startup Date:
1998.
Program Description:
The Adopt a House program provides storm shutters for the
homes of low-
income senior citizens. Local businesses adopt houses and pay
for the shutters,
which are installed by local high school students (who earn
credit toward
community service activity requirements) and employees of the
businesses.
These companies also provide drink and food for the volunteer
workers.
33. To date, seven houses and one daycare center have received
shutters under the
program. Shutters for the first group of homes were installed
during spring
break 1998 and donated by the local Home Depot; the donation
included one
set that did not fit any of the qualifying homes, but did fit a
nearby daycare
center. When Home Depot stopped carrying the shutters, the
city of Deerfield
Beach began recruiting among local businesses for donations of
additional
shutters to continue the program.
Evaluation Information:
The entire hazard mitigation program of the city of Deerfield
Beach recently
received the Florida Emergency Managers Award for
preparedness. Adopt a
House has received positive publicity in the local medi a.
Annual Budget:
None given.
Sources of Funding:
Shutters will continue to be donated by local businesses.
13
Public/Private Emergency
Management Communication
Partnerships
Contact:
34. David Byron
Director
Community Information
County of Volusia
123 West Indiana Avenue
DeLand, FL 32720
Tel: 904–822–5062
Fax: 904–822–5072
E-mail: [email protected]
Program Type:
Public/private partnerships
for crisis communication.
Target Population:
Residents of, and visitors to,
Volusia County and surround-
ing areas.
Setting:
Volusia County Emergency
Operations Center; local
television and radio stations.
Project Startup Date:
1996.
Program Description:
Volusia County formed partnerships with WCEU, the local
public broadcast-
ing station, and Black Crow Broadcasting, the largest radio
group in the area,
to ensure that residents and visitors will have a dedicated
information source
before, during, and after a disaster.
The contract with WCEU makes the PBS station the Official
35. Emergency Public
Information Station and dedicates the resources of the station in
the event of a
widespread community disaster. Time and type of broadcasts
vary according
to need, and may include detailed maps of flood zones, tornado
strikes, or
other information. The two partners also split the $10,406.50
cost of PictureTel
LiveWare, a full-color, full-motion, simultaneous live video and
audio commu-
nication software package that can be used to provide live
updates from the
County’s Emergency Operations Center (EOC) on WCEU.
The agreement with Black Crow Broadcasting allows the
company’s four radio
stations to call themselves the Official Emergency Public
Information Stations
of Volusia County. This enables Volusia County to provide
immediate crisis
communications to the area, while Black Crow Broadcasting has
the only
media person with permanent access to the EOC.
The overall effectiveness of Volusia County’s public
information during the
wildfires of June and July 1998 is directly related to these
public/private
partnerships. It proved to be an effective low-cost way to give
Emergency
Management personnel an additional outlet for communicating
with the
public. Through online communication, WCEU has shared this
agreement
with other PBS stations, and two of these stations have formed
36. similar partner-
ships in their communities.
Evaluation Information:
Volusia County Community Information received the 1998
Media Award from
the Florida Emergency Preparedness Association for showing
foresight in the
advancement of public awareness and planning and response to
wildfires.
WCEU and Black Crow Broadcasting both received positive
feedback from
the public.
Annual Budget:
$10,000.
Sources of Funding:
This is a line item in the county’s Emergency Management
budget, which is
funded by local property tax revenue.
FLORIDA
14
Community Disaster Information
Web Page
Contact:
Holly E. Smith
Community Information
Specialist
37. Volusia County Community
Information
123 West Indiana Avenue
DeLand, FL 32720
Tel: 904–822–5062
Fax: 904–822–5072
E-mail: [email protected]
Program Type:
World Wide Web site.
Target Population:
Citizens of Volusia County and
nearby areas, and members of
the media worldwide.
Setting:
The Internet.
Project Startup Date:
1998.
Program Description:
Volusia County uses its World Wide Web site to provide local
residents who
have Internet access with up-to-date evacuation, shelter, road
closing, and other
preparedness information during times of crisis. New
organizations worldwide—
as well as local residents who are temporarily out of the area or
family members
of local residents—also have direct access to timely
information.
During the wildfires of June and July 1998—which burned
140,000 acres of
38. land and threatened 29,000 residences—the site recorded 4.4
million hits and
received 1,000 e-mails in 20 days. Peak usage took place on
July 2, when
894,107 hits by 19,929 users were documented. The site’s
administrator, from a
location inside the County Emergency Operations Center,
posted up-to-the-
minute information that included news releases, situation
reports, maps,
evacuation routes, and road openings and closings. County
public information
officers referred out-of-area media to http://volusia.org, which
gave them
more time to focus on the needs of local residents and local
media.
Evaluation Information:
The Web site received the Savvy Award from the City, County,
Communication
and Marketing Association for best technical services and the
1998 Media
Award from the Florida Emergency Preparedness Association
for showing
foresight in the advancement of public awareness and planning
and response
to wildfires. The National Association of County Information
Officers has
awarded the Web site a first-place award 2 years in a row.
In a post-fire survey of Central Florida news media, Volusia
County received a
rating of 8 of 10 for overall public information effectiveness.
The Orlando
Sentinel called the Web site the best in the State, saying:
“Emergency officials
39. everywhere should take note. This is a textbook example of how
it should be
done.”
Annual Budget:
None given.
Sources of Funding:
Local tax revenue.
FLORIDA
15
First Coast Disaster Council
Contact:
Carolyn E. Abell
Senior Emergency Preparedness
Planner
Office of Emergency
Preparedness
Jacksonville Fire and Rescue
Department
515 Julia Street
Jacksonville, FL 32202
Tel: 904–693–2472
Fax: 904–630–7820
E-mail: [email protected]
Program Type:
Emergency preparedness and
40. response partnership.
Target Population:
Approximately 800,000 North-
east Florida residents.
Setting:
Any disaster location, especially
mass casualty incidents, in
Northeast Florida.
Project Startup Date:
November 1979.
Program Description:
The First Coast Disaster Council responds to the need for
continuing and coordi-
nated medical planning for disaster response in Northeast
Florida. Member
organizations include local hospitals, private ambulance
companies, air ambu-
lances, the Duval County Public Health and Emergency
Preparedness Depart-
ments, military medical support organizations, Jacksonville Fire
and Rescue, the
Jacksonville Sheriff’s Office, Jacksonville International
Airport, the American Red
Cross, and Amateur Radio Emergency Services.
Council goals include:
• Facilitating cooperation among local hospitals, medical
professionals,
industry, government organizations, and other agencies.
• Developing and documenting policies and procedures.
41. • Establishing a basis for the preparation and maintenance of
detailed disas-
ter plans for every hospital and emergency medical service.
• Disseminating information regarding hospitals’ preparedness
to handle
mass casualty incidents.
• Establishing and maintaining links between hospitals and the
onsite man-
agement of mass casualty incidents.
• Defining the duties, responsibilities, and functions for each
member organi-
zation in a mass casualty incident.
• Supporting and promoting a countywide effort to establish,
staff, equip, and
maintain shelters designated for Special Medical Needs
personnel during a
hurricane or other disaster requiring either limited or general
evacuation.
The council holds a Mass Casualty Exercise every October that
provides a chance
for the entire regional response system to rehearse its
procedures. The exercise
receives community support that includes volunteer “victims”
from local schools,
support from nursing school students and faculty, donations of
food and bever-
ages from local merchants, and provision of refreshments to
participants by the
Salvation Army and the Red Cross.
42. The council also served as the nucleus of the planning effort for
development
and implementation of the Metropolitan Medical Strike Team
(MMST) to cope
with terrorist use of weapons of mass destruction. MMST was
designated and
funded under the Federal Domestic Preparedness Program.
Evaluation Information:
During the 1997 Mass Casualty Exercise, independent
evaluators rated the wide
range of participating agencies and their knowledge of the
regional response plan
as excellent.
Annual Budget:
$2,500.
Sources of Funding:
Area hospitals and the Jacksonville Port Authority pay annual
dues that are
prorated according to the size of the organization and range
from $130 to $325.
FLORIDA
16
Neighborhood Emergency Team
Outreach
Contact:
Ronald J. Ruback
Hazard Mitigation Coordinator
43. City of Deerfield Beach
150 Northeast Second Avenue
Deerfield Beach, FL 33441
Tel: 954–480–4249
Fax: 954–422–5812
E-mail: [email protected]
deerfieldbch.com
Program Type:
Neighborhood emergency
teams.
Target Population:
The 50,200 residents of
Deerfield Beach.
Setting:
Deerfield Beach.
Project Startup Date:
1999.
Program Description:
The city of Deerfield Beach holds block parties throughout the
city to educate
residents about Neighborhood Emergency Teams (NET) and
recruit team
members. Using a grid system to ensure coverage, the city pl ans
to hold
parties throughout the entire metropolitan area. In addition to
having an
enjoyable time at the party, residents learn about NET, training
that they can
take, and ways in which they can help. During the first 72 hours
after a
disaster, a specific area’s NET will coordinate and triage
44. resources, possibly
put out small fires, and generally help the neighborhood to be
self-sufficient.
The program is based on the premise that most residents want to
help after a
disaster, but do not know what they can do.
Evaluation Information:
As a result of this program, 45 persons have taken CERT
training and 41 have
taken a CPR course in preparation for joining their local NET.
The program has
received positive feedback from residents.
Annual Budget:
$5,000.
Sources of Funding:
FEMA, with donations of food from local businesses and
residents.
FLORIDA
17
Fayette County Government
Industry Self-Assessment Program
Contact:
Pete Nelms
Captain
Fayette County Local Emer-
gency Planning Committee
45. 140 Stonewall Avenue
Fayetteville, GA 30214
Tel: 770–461–1321, ext. 172
Fax: 770–460–6396
E-mail: [email protected]
admin.co.fayette.ga.us
Program Type:
Industrial self-assessment for
mitigating, preparing for,
responding to, and recovery
from industrial accidents.
Target Population:
Industry, government respond-
ers, and the general public
(100,000 residents).
Setting:
Industrial areas and manufac-
turing plants located in highly
populated residential areas that
could be affected by industrial
accidents.
Project Startup Date:
1999.
Program Description:
The Fayette County Government Industry Self-Assessment
Program assesses
the level of emergency planning taking place among industries
in Fayette
County and also assists businesses with planning. The program
takes an all-
hazards approach to emergency planning at high-profile
46. facilities at which an
incident could have potentially catastrophic effects.
The program’s goals and objectives are to:
• Ensure that businesses are planning for emergencies.
• Provide planning assistance to businesses as needed.
• Develop emergency plans that include hazardous materials
response, terror-
ism reaction, evacuation, and emergency action plans; fire
protection systems;
training; and communication and coordination with first
responders.
• Allow industries to identify and correct weaknesses in their
overall emer-
gency plans.
All businesses that successfully complete the assessment
process receive an
achievement award from the Fayette County Local Emergency
Planning
Committee (LEPC) and Resource Council. The LEPC and
council committee
have targeted 11 facilities. Five have completed the assessment
process, while
two more are in the midst of the process. Once the high-hazard
businesses
have completed the assessment, plans will be made to include
other businesses
in the process. These first-year scores, which averaged in the
90-percent range,
are used to set a baseline standard on the safety of the
industries’ program.
The businesses can use information in the assessment to
47. improve from year to
year and ultimately meet all of the goals and safety objectives.
The Self-Assessment Program decreases the likelihood of an
industrial acci-
dent that could potentially affect the community. It has already
reduced the
number of responses—particularly for hazardous materials—in
the industrial
basin. The program is designed for all industries and can be
replicated in any
community. Members of the Fayette County Resource Council
Board, a
nonprofit organization created to identify resources in the event
of an indus-
trial incident, volunteer their time to develop, implement, and
review the
assessments.
Annual Budget:
$2,000 for the self-assessment program.
Sources of Funding:
The program is administered by volunteers using LEPC and
council funding.
GEORGIA
18
School Safety Project
Contact:
Karen Franklin
48. State School Safety Coordinator
Georgia Emergency Manage-
ment Agency
P.O. Box 18055
Atlanta, GA 30316–0055
Tel: 404–635–7244
Fax: 404–635–7205
E-mail: [email protected]
gema.state.ga.us
Program Type:
School safety.
Target Population:
Local education, emergency
management, and public safety
agencies.
Setting:
Statewide.
Project Startup Date:
1998.
Program Description:
The School Safety Project includes nine programs that cover
various aspects of
emergency management as it affects schools. Each program
includes a lesson
plan, a program outline, handouts, slides, overheads, and
instructor notes.
Descriptions of each unit are available from the Georgia
Emergency Manage-
ment Agency (GEMA) and include program objectives, target
audience,
49. length, and an outline. Program titles are: “Building a
Prevention Strategy,”
“Community’s Role in School Safety,” “Comprehensive School
Emergency
Management” (under development), “Contemporary Issues in
Georgia
Schools,” “Crisis Response and Recovery,” “Emergency
Management for
Schools,” “Emergency Operations Planning for Schools,”
“School Bomb Threat
Management,” and “Visual Screening in the School Setting.”
GEMA has also prepared Emergency/Disaster Preparedness—A
Planning Guide, a
comprehensive 50-page guide to assist local school systems and
individual
schools (both public and private), in reaching preparedness
objectives through
the development of a comprehensive emergency/disaster plan.
The GEMA
guide complements requirements and guidelines provided by the
Georgia
Department of Education, and covers the roles of various
agencies and staff in
planning and response, developing a plan, guidelines related to
specific hazards
and emergencies, and emergency preparedness education.
Approximately 8,200
persons received training under this program in the last 12
months.
Evaluation Information:
This program was a finalist for the Council of State
Governments Innovation
award.
50. Annual Budget:
None given.
Sources of Funding:
None given.
GEORGIA
19
Chemical Safety Awareness Week
Contact:
Steve Robertson
Director
Marion County Emergency
Management Agency
47 South State Street
Indianapolis, IN 46201–3876
Tel: 317–327–3900
Fax: 317–327–7508
E-mail: [email protected]
Program Type:
Public education.
Target Population:
Residents of the city of Indian-
apolis and Marion County.
Setting:
Indianapolis and Marion
County.
51. Project Startup Date:
1997.
Program Description:
Chemical Safety Awareness Week, a concentrated effort aimed
at boosting
overall public awareness of hazardous materials, takes place
during the first
week of November. The Local Emergency Planning Committee
works in a
nonprofit partnership with Industry Partners for Safety
Awareness (IPSA), a
consortium of local industrial firms dedicated to public safety
education
efforts and outreach, to plan the event. Chemical Safety
Awareness Week goals
include raising public awareness of chemicals handled,
manufactured, and
stored in the Marion County area, without increasing public
concern, and
educating the public about what to do in the event of a chemical
emergency.
Chemical Safety Awareness Week 1998 focused on Sheltering-
in-Place, a
relatively new type of safety precaution. A 30-minute talk show
on WCTY
Channel 16, a local public safety television station, focused on
Sheltering-in-
Place, and was repeated several times in subsequent months.
Other media
exposure in 1998 included 13 television news interviews, five
radio interviews,
and two print articles in the Indianapolis Star/News.
The partnership uses existing educational materials and delivery
52. methods
when appropriate, but also creates new materials and methods as
needed. The
latter included the 1998 publication of emergency information
in the front
portions of the Ameritech Yellow Pages, placing information in
the homes and
businesses of approximately 800,000 local residents. The
educational materials
used are specific to the Marion County area, but the ideas and
strategies used
could be easily duplicated elsewhere.
Evaluation Information:
The program and some of its participants have been recognized
by the Indiana
State Emergency Response Commission.
Annual Budget:
None given.
Sources of Funding:
The first year of the program was funded by a U.S.
Environmental Protection
Agency grant. The second year was funded largely by IPSA.
INDIANA
20
Tippecanoe County Animal Care
Referral Plan
Contact:
53. Steve Wettschurack
Director
Tippecanoe County Emergency
Management Agency
629 North Sixth Street
Lafayette, IN 47901
Tel: 765–742–1334
Fax: 765–742–0975
E-mail: [email protected]
Program Type:
Community coordination of
emergencies involving animals.
Target Population:
The 140,000 residents of
Tippecanoe County.
Setting:
Tippecanoe County, including
the cities of Lafayette and West
Lafayette.
Project Startup Date:
1996.
Program Description:
The Tippecanoe County Animal Care Referral Plan provides
referrals to commu-
nity resources, supply centers, and persons in the community
who will provide
care to animals whose owners have been affected by disaster.
Calls regarding any
emergency that affects animal victims are directed through a
single contact phone
number—publicized at trade shows, at the county fair, and in
54. the local telephone
directory—at the local dispatch center. The majority of calls are
forwarded 24 hours
a day to the local Humane Society, where trained volunteers are
available to pri-
oritize needs and contact appropriate local resources. Services
available under the
plan include temporary housing for pets and livestock,
veterinary care, supervi-
sion of animals housed in community shelters, wildlife
rehabilitation, temporary
removal of pets from homes involved in domestic disputes, and
mental health
counseling for persons grieving the loss of an animal. The list
of participating
persons and agencies is updated as part of biannual training
exercises by the
Tippecanoe County Chapter of the American Red Cross.
The plan has been activated in response to several emergencies
since its
inception, including during blizzards in 1998 and 1999 when
approximately
500 persons needed shelter. In 1988, 180 individuals and 13
families with pets
were assisted; in 1999, two shelters housed a total of 500
persons, including 18
families with pets. It has also been activated in response to
house fires, traffic
accidents, and domestic disputes.
The plan was developed by a committee including
representatives from the
Tippecanoe County Emergency Management Agency, local law
enforcement
departments, local city and volunteer fire departments, the
55. American Red Cross,
the Humane Society, Animal Control, the Cooperative
Extension Service, the
Tippecanoe County Health Department, the American Kennel
Club, the Cat
Fanciers’ Association, local veterinarians, and local horse and
livestock owners.
Similar programs could readily be developed in comparable
communities.
Evaluation Information:
The plan has been endorsed by the Tippecanoe County sheriff’s
office and
received recognition from the American Red Cross, National
Headquarters, as a
model working program to care for animals and their owners
during disasters.
Local veterinarians, feed and pet stores, and breed associations
have stated
that this plan is an opportunity to improve responsible animal
ownership.
Annual Budget:
None given.
Sources of Funding:
Local sponsors paid for the printing of public education
brochures. Extraordinary
expenses incurred by participating agencies are addressed as
needs arise. To date,
these expenses have been covered by local fundraising
activities. Expenses might
also be included in an agency’s annual budget request or
covered by matching
State or Federal disaster funds. Volunteers provide assistance.
56. INDIANA
21
STORMWATCH
Contact:
Walter E. Wright
Director of Emergency
Management
Linn County Emergency
Management Agency
50 Second Avenue Bridge
Cedar Rapids, IA 52401
Tel: 319–363–2671
Fax: 319–398–5316
E-mail: [email protected]
Program Type:
Mutual aid partnership.
Target Population:
The 190,000 residents of Linn
County, Iowa.
Setting:
Countywide.
Project Startup Date:
1990.
Program Description:
57. Through this partnership, the Linn County Firefighters
Association serves as the
“eyes and ears” of the Linn County Emergency Management
Agency (EMA)
during weather-related and other emergencies. The EMA sends
out one page
that alerts more than 400 firefighters who set up
STORMWATCH at predesignated
locations throughout the county. The EMA provides general
weather updates
and other necessary information from the Emergency Operations
Center while
the firefighters report back on field conditions. Their reports
help EMA decide
when to activate indoor and outdoor warning systems.
Because EMA has access to communitywide information, the 20
participating
volunteer fire departments have given the agency the authority
to make call
out and recall decisions, to site the crews through their
respective fire chiefs,
and to coordinate initial damage assessments during weather-
related emer-
gencies. Emergency radio traffic coordination switches from the
county
sheriff’s department dispatchers to EMA for the duration.
Under the partnership agreement, EMA also coordinates the
acquisition of
surplus equipment and material for the fire departments, and
coordinates and
conducts nonfire training such as mass casualty drills and
hazardous materials
training. EMA also provides information on additional training
opportunities,
58. while Firefighters Association representatives participate in
discussions on
training, equipment, exercises, and other emergency
management issues that
might affect rural areas.
EMA also coordinates emergency shelter for stranded motorists
in designated
fire stations along interstate and other major highways during
severe winter
weather.
This program can be duplicated anywhere that firefighting and
emergency
medical services radio frequencies are available to an
emergency management
association. Several neighboring counties have requested
assistance in setting
up similar partnerships.
Annual Budget:
$1,000.
Sources of Funding:
This is a line item in the EMA operational budget.
IOWA
22
KENTUCKY
Floodplain Compensation Basins
59. Contact:
Robert F. Smith, P.E.
Chief Stormwater Engineer
Louisville and Jefferson County
Metropolitan Sewer District
700 West Liberty Street
Louisville, KY 40203–1911
Tel: 502–540–6206
Fax: 502–540–6562
E-mail: [email protected]
Program Type:
Construction and operation
of regional floodplain deten-
tion basins for stormwater
management.
Target Population:
Residents and businesses
located near floodplains.
Setting:
Countywide.
Project Startup Date:
1997.
Program Description:
Under the Floodplain Compensation Basins program, the
Louisville and
Jefferson County Metropolitan Sewer District (MSD) oversees
the develop-
ment and operation of regional floodplain detention basins
constructed and
paid for by private developers. Floodplain storage volume
created under this
60. program is sold to new developments to offset the impacts of
filling in the
floodplain and/or increases in runoff volume. This mitigation is
required by
the community’s floodplain ordinance and development code,
which allows it
to be provided through floodplain “banks.” To help offset
existing flooding
problems, 20 percent of the total volume created in the bank is
reserved by the
community and cannot be sold. MSD accepts ownership of the
basin after the
private developer sells the remaining 80 percent. MSD also
reserves the option
to purchase additional volume at market rates.
The basins are located in the most floodprone area of Jefferson
County, where
more than 5,000 structures are located. A minimum of 50 acre-
feet in size, they
are designed as sidesaddle basins adjacent to a major stream and
also are
designed to provide recreational, wetlands, and habitat
functions. The wet-
lands are regulated by the U.S. Army Corps of Engineers. One
basin has been
built, a second is in the permit stage, and three others are being
designed.
Evaluation Information:
The Metropolitan Sewer District has given presentations on the
program to the
U.S. Army Corps of Engineers, the U.S. Fish and Wildlife
Service, the Associa-
tion of State Floodplain Managers, the National Association of
Flood and
61. Stormwater Management Agencies, and the Project Impact
Summit; all
responded positively.
Annual Budget:
Since the basins are built with private investment funding, the
program is
expected to reduce flood damages at almost no cost to the
community.
Sources of Funding:
The Economic Development Administration provided a $1
million startup
grant to help fund the cost of the first basin. MSD paid the
remainder of the
cost of that basin, but will be reimbursed as development
occurs.
23
Kentucky Community Crisis
Response Board (KCCRB) Crisis
Intervention Team
Contact:
Renelle Grubbs
Executive Director
Kentucky Community Crisis
Response Board
612–B Shelby Street
Frankfort, KY 40601–3466
Tel: 502–564–0131
Fax: 502–564–0133
62. E-mail: [email protected]
bngc.dma.state.ky.us
Program Type:
Safe schools initiative.
Target Population:
Student survivors of disaster;
emergency workers.
Setting:
Statewide.
Project Startup Date:
1998.
Program Description:
Under 1998 school safety legislation, the Kentucky Department
of Education
and the Kentucky School Board Association authorized the
KCCRB to train
school district personnel in crisis preparedness management and
crisis recovery.
The legislation mandates safety assessment and safety plans for
all schools and
school districts; KCCRB played an instrumental role in
developing the proto-
type for plans that provide for crisis counseling following any
type of school
emergency or disaster. KCCRB helped direct the program
startup and pro-
vided fundamental training to the State’s safe school board and
the Kentucky
School Board Association.
63. Each school develops its own preparedness plan and puts
together a response
team based on its specific needs. The school team in turn should
create an
additional unit, called a resource team, which consists of
representatives from
community mental health organizations, pastors and youth
ministers, parent
volunteers, and emergency management personnel. KCCRB can
also be called
in to provide additional services as needed. KCCRB’s free,
confidential services,
provided by teams of mental health professionals and designated
emergency
services peers, are available 24 hours a day. In the first 3
months of 1999,
KCCRB responded to five school-related emergencies.
KCCRB presented the safe school program and the overall
KCCRB system in
December 1998 to a national gathering of State mental health
directors, and
has helped create similar safe schools programs in Illinois and
South Carolina.
Evaluation Information:
KCCRB routinely issues a client satisfaction survey to all
organizations that
request KCCRB team activation. One hundred percent of
responses have been
in the “very helpful” range. Numerous unsolicited letters of
thanks and
encouragement have been received by emergency workers,
school leaders,
and families.
64. Annual Budget:
$200,000.
Sources of Funding:
All operating funds are provided by the State of Kentucky.
KENTUCKY
24
Marine Incident Resources &
Training (MIRT)
Contact:
Kenneth C. Shedden
Chief
Everett Fire Department
384 Broadway
Everett, MA 02149
Tel: 617–394–2348
Fax: 617–389–1802
Program Type:
Shipboard firefighting training.
Target Population:
Firefighters; local residents.
Setting:
New England seacoast from
Maine to Rhode Island.
Project Startup Date:
February 1996.
65. Program Description:
MIRT was started as a result of a shipboard fire on board a
carrier in Everett,
Massachusetts, on February 6, 1996. The initiative was started
by local fire depart-
ment chiefs and emergency managers in cooperation with the
Massachusetts Port
Authority (Massport), the U.S. Coast Guard Marine Safety
Office, Massachusetts
Emergency Management Agency (MEMA), the Massachusetts
Maritime Academy,
and the Massachusetts Fire Academy. It has grown to include
approximately 70
fire departments, several additional Federal and State public
safety agencies, and
a number of private organizations, including the National Fire
Protection Asso-
ciation. It includes organizations from four States (Maine,
Massachusetts, New
Hampshire, and Rhode Island) and three Coast Guard Districts.
The initiative seeks to improve response capabilities for the
following:
• Fishing vessel casualties. The majority of shipboard fires in
the Boston
zone occur on fishing vessels.
• Passenger vessel casualties. Passenger vessels are the leading
source of
injuries and the second-leading source of shipboard fire
casualties in the
Boston zone.
• Tank vessel casualties. Tank ships make approximately half of
66. the deep-
draft port calls in the Boston zone.
• Container ship casualties. Cargoes in containers are involved
in a large
portion of hazardous material incidents.
• Engine room fires. Approximately half of local shipboard fires
involved the
vessel’s engine room.
The strategic planning committee develops and recommends
long-range goals
to promote marine firefighting and incident response
preparedness. The
training committee trains firefighters, evaluates training needs,
and develops
programs. The exercise committee plans and develops drills.
The resources
and research committee provides local, State, and Federal
authorities with an
inventory of MIRT member agency resources and researches
marine incidents,
best practices, and technological advances. The finance
committee receives and
disburses all MIRT funds. MIRT is working with similar
organizations in
Hampton Roads, Virginia; Philadelphia and its Delaware
suburbs; Portland,
Oregon; and Seattle, Washington, to form a national group.
Evaluation Information:
This program has received an award from the U.S. Coast Guard
for progress in
promoting public safety through the cooperative effort of
organizing numer-
67. ous Federal, State, and local government agencies and maritime
industries in
preparation for shipboard firefighting and other maritime
incidents.
Annual Budget:
No specific budget; program costs for 1998 totaled $20,000.
Sources of Funding:
Massport Authority, Maritime Division; U.S. Coast Guard; and
corporate sponsors.
MASSACHUSETTS
25
Contact:
David McMillion
Director
Maryland Emergency Manage-
ment Agency
2 Sudbrook Lane East
Pikesville, MD 21208
Tel: 410–486–4422
Fax: 410–486–1867
E-mail: [email protected]
mema.state.md.us
Program Type:
Emergency response coordina-
tion for hurricane preparedness.
Target Population:
68. Residents of and visitors to the
Delaware-Maryland-Virginia
(DelMarVa) peninsula.
Setting:
DelMarVa peninsula.
Project Startup Date:
May 1997.
Program Description:
Members of State and local emergency management agencies
and departments
of transportation, the American Red Cross, the National
Weather Service, State
police, and the U.S. Coast Guard voluntarily met and created
the DelMarVa
Emergency Task Force. The goal of the task force is to improve
hurricane
preparedness in a geographic region known as the third most
difficult in the
Nation to evacuate. The task force steering committee meets
quarterly, and has
four individual work groups that focus on communications,
education,
planning, and resources and recovery, respectively. All
activities have been
carried out within State and local agency budgets.
In less than 2 years, the task force has drafted an emergency
response plan;
identified a common communications channel; used a
Geographic Information
System to develop an emergency planning map showing
hurricane surge
areas, evacuation routes, and shelter locations; circulated the
69. map to State
agencies, local emergency managers, the American Red Cross,
and the National
Weather Service for emergency planning and response; and
produced
a brochure describing the purpose and activities of the task
force.
A modified tabletop exercise called “DelMarVa Response ’99,”
based on a
simulated Category 3 hurricane approaching the peninsula, took
place in
June 1999.
Evaluation Information:
The governors of the three affected States have signed a
proclamation declar-
ing the program “a great asset to our citizens and our States.”
Annual Budget:
None given.
DelMarVa Emergency Task Force
(DETF)
MARYLAND
26
Event-Based Science (EBS) Project
Contact:
Russell G. Wright
Project Director
70. Montgomery County Public
Schools
850 Hungerford Drive
Rockville, MD 20850
Tel: 301–279–3339
Fax: 301–279–3153
E-mail: [email protected]
eventbasedscience.com
Program Type:
Curriculum.
Target Population:
Middle school students.
Setting:
Middle schools throughout
the United States.
Project Startup Date:
1992.
Program Description:
EBS, a new way to teach science to middle school students, had
its origins in
Hurricane Hugo and the 1989 San Francisco earthquake. In
September of that
year, Montgomery County, Maryland, science teacher Russell
Wright began
using videotapes of breaking news coverage on Hurricane Hugo
to stimulate
student questions and interest in meteorology. A month later, a
6.9 magnitude
earthquake hit San Francisco during game three of the World
Series, and
71. Wright again used news footage to interest his students in the
structure of the
earth and plate tectonics.
Wright’s technique led to the development of a proposal and the
award of a
$1.3 million grant from the National Science Foundation (NSF)
to develop
the first nine modules in the series. An additional $850,000
grant in 1995 led
to additional modules. Each unit starts with television news
coverage of an
actual event, then sets out student tasks in the context of the
event. In order
to complete their assignments, students must learn more about
the science
behind the event. NBC provides news clips and USA Today
provides print
articles for each unit.
Disaster-related titles in the series include Asteroid!, Blackout!,
Blight!, Earth-
quake!, Fire!, Flood!, Hurricane!, Oil Spill!, Outbreak!,
Tornado!, Toxic Leak!, and
Volcano! All units include a student edition, a teacher edition,
and an accompa-
nying videotape and can be ordered directly from the publisher
or from online
(Web-based) retail booksellers. The EBS Institute, Inc., in
Montgomery County
provides training workshops to teachers, and NSF also offers
training at
various sites around the country.
The latest information on the program can be found on the
Internet at
72. www.eventbasedscience.com.
Evaluation Information:
EBS has been recognized by the U.S. Department of Education,
the National
Science Teachers Association, NSF, and the National
Aeronautics and Space
Administration (NASA).
Annual Budget:
Cost per instructional unit is $264 or less per class.
Sources of Funding:
Materials were developed using grants from NSF and NASA.
MARYLAND
27
Civilian Fire Academy
Contact:
Tom Lindeman
Captain/Training Instructor
Sterling Heights Fire
Department
41625 Ryan Road
Sterling Heights, MI 48314
Tel: 810–726–7000
Fax: 810–726–7007
Program Type:
Civilian fire academy.
73. Target Population:
The 120,000 residents of Sterling
Heights.
Setting:
Fire stations.
Project Startup Date:
1998.
Program Description:
The Sterling Heights Fire Department introduced its Civilian
Fire Academy to
increase fire safety awareness and expand public knowledge of
the responsi-
bilities of modern professional firefighters. The 5-week course,
which con-
sisted of 15 hours of training, was the first civilian fire academy
offered in
Michigan.
The 15 academy participants trained side-by-side with
instructors and
firefighters and gained some firsthand experience with
firefighting. Academy
subjects included firefighting personal protective equipment,
self-contained
breathing apparatus, ground and aerial ladders, vehicle
extrication, search and
rescue, cardiopulmonary resuscitation, fire prevention, and fire
safety educa-
tion. Participants are not fire certified and are unable to fight
fires like profes-
sionals. At the end of the course, they were offered the
opportunity to do a
74. ride-along shift of 8 hours (or shorter) with a local engine
company.
Evaluation Information:
Each academy participant completed a detailed course
evaluation form;
responses were overwhelmingly positive. Participants presented
the fire
department with a plaque to express their appreciation and
wrote numerous
letters of thanks.
Annual Budget:
Budget includes 68 paid work hours for instructors and $170 for
refreshments,
certificates, and photos.
Sources of Funding:
Sterling Heights Fire Department budget item. Used firefighting
equipment
was issued to participants at no additional cost.
MICHIGAN
28
MINNESOTA
Fire Chiefs’ Assistance and
Support Team (FAST)
Contact:
David A. Kapler
Chief
75. Minnesota State Fire Chiefs’
Association
201 Fourth Street, SE, Room 10
Rochester, MN 55904
Tel: 507–285–8072
Fax: 507–280–4721
E-mail: [email protected]
ci.rochester.mn.us
Program Type:
Management support for local
fire chiefs.
Target Population:
Approximately 830 fire chiefs
and fire departments in
Minnesota.
Setting:
Teams are located in the cities of
Duluth, St. Cloud, and Rochester.
Project Startup Date:
1998.
Program Description:
As a result of devastating floods and other large-scale and long-
term disasters
throughout the State, the Minnesota State Fire Chiefs’
Association has created
three FAST teams of fire service professionals that can respond
anywhere in
the State. The teams play a support role for local fire chiefs and
assist them in
the event of an emergency situation—such as a tornado, flood,
76. or major fire—
that taxes the local fire department’s strength and resources.
The FAST teams primarily benefit fire departments that do not
have the depth
of management personnel to respond to emergencies or disasters
that last over
an extended period of time. A responding team may consist of
one to five
people, including: team leader (fire chief or other senior chief
officer), team
clerk (team recorder and clerical assistant), operations officer,
logistics officer,
finance officer, or technical support officer. A team member
may fill more than
one of these functions; all team members assist with planning.
The team may
assist in making an assessment of the incident, developing a
plan for response,
mitigation, and recovery, or act as liaison with other local,
State, and Federal
agencies. Consultation and technical support are also available
over the
telephone.
Teams are located in Duluth, St. Cloud, and Rochester; these
fire departments
were chosen based in part on their size, management structure,
and location.
A number of other statewide agencies, including the
associations of county
sheriffs, emergency managers, public works, and public
utilities, are looking at
FAST Teams as a model. The Minnesota State Fire Chiefs’
Association can
77. provide literature and documents for the development of similar
teams.
Evaluation Information:
Members of the teams have been asked to speak about the
project throughout
the State and in other areas, including Toronto, Ontario,
Canada.
Annual Budget:
$1,000 for brochures, travel, and training.
Sources of Funding:
Cost of deployment is covered by host cities.
29
Flood Buyout Program
Contact:
Jim Cole
City Administrator
City of Neosho
211 College Street
Neosho, MO 64850
Tel: 417–451–8050
Fax: 417–451–8065
Program Type:
Flood hazard mitigation.
Target Population:
The 11,000 residents of Neosho.
78. Setting:
Citywide.
Project Startup Date:
1997.
Program Description:
The city of Neosho is using a voter-approved local sales tax to
complete a
flood buyout program used to create a greenway and, at the
same time,
eliminate 26 floodprone residential properties. Following
Missouri’s Great
Flood of 1993, Neosho executed an existing watershed plan,
using a $1.4
million grant from the Hazard Mitigation Grant Program and
$400,000 in city
funds to acquire 52 residential properties and start the greenway
along
Hickory Creek and the High School Branch. When an additional
26 property
owners wanted to participate in the buyout program, the
residents of Neosho
passed—by a 73.3-percent majority—a 3/8-of-1-percent local
sales tax to fund
park, recreation, and storm drainage projects. NationsBank
agreed to finance a
$1.5 million bond program to complete the buyout, with revenue
from the
sales tax going to repay the bonds.
Evaluation Information:
The State Emergency Management Agency has nominated
Neosho for
nongrant Project Impact status, and Neosho is under evaluation
for grant
79. Project Impact status.
Annual Budget:
None given.
Sources of Funding:
NationsBank is financing approximately $1.5 million in bonds
at 4.51 percent
interest that will be repaid with a voter-approved local sales
tax.
MISSOURI
30
Missouri Governor’s Disaster
Resistant Community (DRC)
Initiative
Contact:
Beaufort C. Katt
Deputy Director
Missouri Emergency
Management Agency
2302 Militia Drive
Jefferson City, MO 65102
Tel: 573–526–9103
Fax: 573–526–9198
Program Type:
All-hazard mitigation plan.
Target Population:
80. Missouri residents.
Setting:
Statewide.
Project Startup Date:
1998.
Program Description:
In an effort to encourage all communities to become disaster
resistant, the
Missouri Governor’s office has started naming communities that
make
progress toward disaster resistant status as Missouri Disaster
Resistant
Communities (DRCs).
Communities that continue to make progress receive
consideration for Project
Impact designation from FEMA. Nongrant Project Impact status
communities
can participate in a number of Project Impact activities, such as
the Project
Impact national summit. Nongrant communities also prepare an
All Hazard
Mitigation Plan and start the basic foundation for public/private
partnerships.
An approximate 1-year period of nongrant status gives the
community time to
bring the private sector on board before engaging in the
activities that follow
designation as a grant community.
Following a community’s designation as a DRC, its local
officials are invited to
the Governor’s office, where a proclamation signing ceremony
81. is conducted.
This designation brings recognition and increased awareness of
the disaster
resistance concept.
This project can potentially impact all Missouri residents as
well as visitors to
the State.
Evaluation Information:
Missouri Governor Mel Carnahan has designated three local
jurisdictions as
disaster-resistant communities. At least two more will be
designated by the
end of 1999. Enhanced awareness of emergency management at
the local level
is demonstrated by commitments by nine communities to
develop All Hazard
Mitigation Plans and work toward developing partnerships to
promote
disaster resistant communities.
Annual Budget:
None given.
Sources of Funding:
None given.
MISSOURI
31
Planning by Doing
82. Contact:
Frederick J. Cowie, Ph.D.
Liaison/Law Enforcement for
Terrorism
Montana Disaster and Emer-
gency Services Division
1100 North Main
Helena, MT 59601
Tel: 406–841–3954
Fax: 406–841–3965
E-mail: [email protected]
Program Type:
Emergency action plan
development.
Target Population:
Firefighters, first responders,
and emergency medical services
(EMS) personnel.
Setting:
Rural areas and reservations
where most firefighters and
EMS personnel are volunteers
and law enforcement staffing is
small.
Project Startup Date:
1997.
Program Description:
The Planning by Doing program teaches participants to design
emergency
action plans for various scenarios that might be faced by
83. emergency respond-
ers in their rural areas. The 4-day program uses two educational
materials
written by Frederick J. Cowie, Ph.D.: “Realistic Approaches to
Hazardous
Materials Risk Management” and “A Visioning Approach to
Exercise Design
in Extremely Rural (Frontier) Areas.”
On the first day, participants work in a group to define the
parameters of an
incident. They are asked to think about their agency’s response
to that incident
prior to the second session. In that session, participants list
their agency’s key
response activities and discuss how these activities interact or
interfere with
those of other agencies. On the third day, participants are asked
to act as if data
on that incident have just come in and they have 15 to 20
minutes to design an
incident management system. The final day’s activities focus on
designing
incident management systems for four additional scenarios, then
teaching
participants how to use these exercises to develop more generic
plans that can
be used in the event of actual incidents.
Evaluation Information:
The program has been well received by the Confederated Salish
and Kootenai
Tribe and Pondera County, as well as firefighters, first
responders, and EMS
personnel from Federal, tribal, State, local, and private
agencies.
84. Annual Budget:
None given.
Sources of Funding:
FEMA, U.S. Environmental Protection Agency, and U.S.
Department of Trans-
portation hazardous materials grants; and FEMA and U.S.
Department of
Justice terrorism grants.
MONTANA
32
OHIO
SKYWARN of Northwest Ohio
Contact:
Christopher Taylor
Net Control Officer
Lucas County Emergency
Management Agency
2144 Monroe Street
Toledo, OH 43624
Tel: 419–213–6503
Fax: 419–213–6520
Program Type:
Severe storm monitoring.
Target Population:
85. Approximately 900,000 persons
in seven northwestern Ohio
counties: Hancock, Lucas,
Ottawa, Sandusky, Seneca,
Wood, and Wyandot.
Setting:
Lucas County Emergency
Services Building in Toledo,
Ohio.
Project Startup Date:
1965.
Program Description:
SKYWARN, a network of more than 1,000 amateur radio
volunteers, uses
these volunteers to spot severe weather and to relay reports to
the National
Weather Service office in Cleveland. The Lucas County
Emergency Manage-
ment Agency (EMA) offered SKYWARN access to then-unused
space for its
Net Control Station in 1995 when the Toledo office (home to
SKYWARN for
30 years) of the National Weather Service closed.
The National Weather Service was able to provide funds for
needed radios and
equipment while the EMA provided support for antennas,
computers, soft-
ware, telecommunications equipment, and a satellite weather
service link for
real-time monitoring of severe storms. In March 1995, 4 days
before the new
control center officially was completed, SKYWARN volunteers
86. were called to
work when a series of severe storms struck the area.
Evaluation Information:
The Lucas County Board of Commission recognized SKYWARN
for its Out-
standing Public Service.
Annual Budget:
$2,500.
Sources of Funding:
This program is funded as a line item in the Lucas County EMA
budget.
33
Preparedness—Taking It One Step
at a Time
Contact:
Michael J. Mumaw
Emergency Manager, City of
Beaverton
Office of Consolidated Emer-
gency Management
P.O. Box 4755
Beaverton, OR 97076–4755
Tel: 503–642–0383
Fax: 503–642–4814
E-mail: [email protected]
Program Type:
87. Employee and public education
program.
Target Population:
Local government employees,
local businesses and their
employees, and the general
public.
Setting:
City of Beaverton; Washington
County, Oregon; and neighbor-
ing States.
Project Startup Date:
1997.
Program Description:
This series of disaster preparedness flyers focuses on the theme
“Prepared-
ness—Taking It One Step at a Time.” The flyers consolidate
general and
hazard-specific preparedness information derived from a variety
of sources
into simple, easy-to-read documents. The materials touch on
topics such as
family disaster supplies and preparedness activities, hunting for
home haz-
ards, taking an inventory of neighborhood resources, and motor
vehicle
preparedness.
The flyers were designed by emergency managers from
jurisdictions that
participate in the Washington County Office of Consolidated
Emergency
88. Management (OCEM). One flyer was distributed each month to
Washington
County employees over a 24-month period. The flyers were later
numbered
and prepared for distribution to the general public.
The flyers can be obtained as electronic Microsoft PowerPoint
files, as black-
and-white camera-ready copy, or in ready-to-distribute color
format. Recipi-
ents of electronic files may change agency logos and make other
modifications
as needed to tailor the flyers for local use.
Evaluation Information:
The chair of the Regional Emergency Management Technical
Committee has
written a letter of commendation.
Annual Budget:
None given.
Sources of Funding:
Reproduction costs are covered under normal overhead
operating costs and
reprographics budgets. OCEM is considering establishing
partnerships with
local businesses to develop and reproduce the flyers in a
booklet format.
OREGON
34
89. What Is Emergency Management
and How Am I Involved?
Contact:
Michael J. Mumaw
Emergency Manager
Office of Consolidated Emer-
gency Management
P.O. Box 4755
Beaverton, OR 97076–4755
Tel: 503–642–0383
Fax: 503–642–4814
E-mail: [email protected]
Program Type:
Employee education program.
Target Population:
City employees.
Setting:
Citywide.
Project Startup Date:
1999.
Program Description:
What Is Emergency Management and How Am I Involved?, a
20-page photocopied
booklet, educates city employees about Beaverton’s emergency
management
program and their role in the program. Its easy-to-read format
includes
graphics and bulleted text, and covers topics such as the reasons
for emer-
gency management, the need for a comprehensive program,
90. program organi-
zation, and emergency definitions. All present city employees
have received a
copy of the booklet, and it will be added to the new employee
orientation
package.
Although the booklet was developed for Beaverton, its basic
outline can be
used by other jurisdictions to develop program-specific
versions. Beaverton
has sent electronic files to several jurisdictions for that purpose.
Evaluation Information:
Oregon’s State Training Officer (STO) has requested a digital
copy to share
with FEMA Region X and other STOs.
Annual Budget:
None given.
Sources of Funding:
Reproduction costs are covered under normal overhead
operating costs and
reprographics budgets.
OREGON
35
SOUTH CAROLINA
After the Fire
91. Contact:
Frederick A. Tetor
Chief
Mount Pleasant Fire Department
100 Ann Edwards Lane
P.O. Box 745
Mount Pleasant, SC 29464
Tel: 843–884–0623
Fax: 843–849–2060
Program Type:
Assistance to fire victims.
Target Population:
The 45,000 residents of Mount
Pleasant and the surrounding
area.
Setting:
Mount Pleasant and the sur-
rounding area.
Project Startup Date:
1992.
Program Description:
In 1987, Frederick Tetor, then an assistant fire chief with the
Mount Pleasant
Fire Department, suffered a structure fire in his home. In the
aftermath of the
fire, he found himself unsure what to do next and where to turn
for assistance,
housing, and insurance needs.
When Tetor became chief, he instituted After the Fire as part of
the department’s
92. Operation Safety Awareness for Everyone (Operation S.A.F.E.)
program. Over-
all, the program assists victims with recovery, provides
enhanced salvage and
overhaul operations, cleans the structure, removes debris, and
reduces overall
property damage loss.
While a fire is still in progress, a member of the fire department
takes the
homeowner aside and explains in detail the tasks the firefighters
are doing
(such as ventilating gables or outing doors and windows) and
why these tasks
need to be done. The fire department works to determine the
family’s immedi-
ate needs for medication, food, and shelter, and the location of
important
insurance papers.
When the scene is safe, a member of the fire department walks
the homeowner
through the home, providing a firsthand look at the damage. The
fire depart-
ment offers assistance in calling a family’s pastor or the
department’s chaplain,
the American Red Cross for shelter and food, and the Mount
Pleasant police
department for security. Over the course of the next several
days, the fire
department works with the homeowner and the insurance agent
to vacuum
water out of the house, mop floors, and dry carpets. Mount
Pleasant’s public
service department provides work crews and dumpsters to assist
with the
93. cleanup and with boarding windows and doors, and the police
maintain
regular security patrols.
This program is provided at no cost to the homeowner; these
tasks are part of
firefighters’ regular duties and are planned into daily
departmental opera-
tions. This program could easily be duplicated anywhere that
fire, police, and
public service departments work together to provide interagency
support.
Evaluation Information:
Several insurance companies have commended the fire
department for its
efforts, and numerous homeowners have written letters of
thanks to the fire
department or local newspapers.
Annual Budget:
None given.
Sources of Funding:
Assistance provided as needed by the American Red Cross.
36
VIRGINIA
Virginia Disaster Recovery
Task Force
Contact:
94. Selby C. Jacobs
Task Force Coordinator
Virginia Department of
Housing and Community
Development
501 North Second Street
Richmond, VA 23219
Tel: 804–371–7070
Fax: 804–371–7090
E-mail: [email protected]
dhcd.state.va.us
Program Type:
Long-term disaster recovery
activities.
Target Population:
Any resident or business
suffering as a result of disaster.
Setting:
Statewide.
Project Startup Date:
1996.
Program Description:
The Virginia Disaster Recovery Task Force ensures that the
needs of Virginia
communities and residents affected by disasters are met. The
task force helps
communities develop their own local disaster recovery task
forces and will
offer additional resources on a case-by-case basis when
95. community resources
are exhausted or when individuals still have unmet needs after
applying for
State and Federal assistance. The task force operates through
local groups that
use State, local, private, and volunteer resources—from
financial assistance
and home repair to supplies and household items such as food
and clothing—
to assist individuals and families.
A local group is created when a community’s business and
financial leaders
and representatives from faith-based organizations, the
American Red Cross,
the Salvation Army, and other nonprofit and charitable
organizations join
together. The local group then develops an overall coordinated
recovery plan.
Emergency services should be involved but not take the lead in
this endeavor.
The focus is on building local recovery groups for the following
reasons:
• Local groups can respond much more quickly and efficiently.
• They have the knowledge needed to draw on local resources.
• Local groups will know the areas most likely to have residents
with unmet
needs and be better able to decide where resources are needed.
By early 1999, 38 local task forces had been established.
Several States have
contacted Virginia for information that may result in similar
programs.
96. Evaluation Information:
The task force was created in response to flood damage caused
by Hurricane
Fran and it proved an effective approach to reaching
individuals’ unmet
needs. The program was included in FEMA’s Recovery From
Disaster: Local
Recovery Guide, which was used at the National Emergency
Training Center.
The Virginia Department of Housing and Community
Development has
recognized the task force in its quarterly newsletter.
Annual Budget:
None given.
Sources of Funding:
Administrative costs are shared by the Virginia Department of
Housing and
Community Development and the Virginia Department of
Emergency Ser-
vices. Other funding comes from various State agencies and
donations from
local businesses and financial institutions.
37
WISCONSIN
HAZMAT Transportation Study
Contact:
Greg Havel
97. Assistant Chief
Town of Burlington Fire
Department
32288 Bushnell Road
Burlington, WI 53105
Tel: 414–767–7429
Fax: 414–767–9391
Program Type:
Hazardous materials transpor-
tation study.
Target Population:
Racine County emergency
response agencies and residents
of the town and city of
Burlington.
Setting:
Burlington and the surrounding
rural area.
Project Startup Date:
1998.
Program Description:
Sean Hartwick, a 14-year-old Eagle Scout candidate,
coordinated a hazardous
materials transportation study for Burlington as his service
project. He orga-
nized more than 35 volunteers who contributed 310 service
hours over a 3-day
period. During that time, they monitored three busy
intersections between
7 a.m. and 7 p.m. Sean then worked with assistant fire chief
98. Greg Havel—
who had approached Boy Scout Troop 334 about undertaking
the study—to
compile a report that was distributed to area fire departments.
Evaluation Information:
The results of this study have been incorporated into the Racine
County
Hazardous Materials Plan. Sean received a Certificate of
Recognition from
Wisconsin Governor Tommy G. Thompson and was honored by
the Racine
County Local Emergency Planning Committee.
Annual Budget:
None given.
Sources of Funding:
Area businesses donated beverages, supplies, shelter, and
washroom facilities
for volunteers; printing costs; and the use of computers.
Indexes
41
____________________________________ PROGRAM
CONTACTS INDEX
Program Contacts Index
The program contacts in this Compendium are listed
99. alphabetically below:
Carolyn E. Abell, 15
Dan Austin, 8
David Byron, 13
Russell C. Coile, 10
Jim Cole, 29
Frederick J. Cowie, 31
Karen Franklin, 18
Terry Gray, 6
Renelle Grubbs, 23
Greg Havel, 37
Gary Howell, 7
Selby C. Jacobs, 36
David A. Kapler, 28
Beaufort C. Katt, 30
Tom Lindeman, 27
Herb McElwee, 9
David McMillion, 25
Michael J. Mumaw, 33, 34
Pete Nelms, 17
Steve Robertson, 19
Ronald J. Ruback, 12, 16
Merritt D. Schreiber, 11
Kenneth C. Shedden, 24
Holly E. Smith, 14
Robert F. Smith, 22
Christopher Taylor, 32
Frederick A. Tetor, 35
Heather Westra, 5
Steve Wettschurack, 20
Russell G. Wright, 26
Walter E. Wright, 21
100. 43
_______________________________________ PROGRAM
TITLES INDEX
Program Titles Index
The program titles in this Compendium are listed alphabetically
below:
Adopt a House, 12
After the Fire, 35
Black Pond Slough Detention Facility, 6
Chemical Safety Awareness Week, 19
Civilian Fire Academy, 27
Clay County Earthquake Preparedness and Mitigation Program,
7
Community Disaster Information Web Page, 14
DelMarVa Emergency Task Force (DETF), 25
Event-Based Science (EBS) Project, 26
Fayette County Government Industry Self-Assessment Program,
17
Fire Chiefs’ Assistance and Support Team (FAST), 28
First Coast Disaster Council, 15
Flood Buyout Program, 29
Floodplain Compensation Basins, 22
HAZMAT Transportation Study, 37
Kentucky Community Crisis Response Board (KCCRB) Crisis
Intervention
Team, 23
Los Angeles Unified School District Earthquake and Safe
Schools Training, 8
Marine Incident Resources & Training (MIRT), 24
Missouri Governor’s Disaster Resistant Community (DRC)
101. Initiative, 30
Montecito Emergency Response and Recovery Action Group
(MERRAG), 9
Neighborhood Emergency Team Outreach, 16
Planning by Doing, 31
Prairie Island Fire Engine Deployment, 5
Preparedness—Taking It One Step at a Time, 33
Public Education and Professional Outreach Programs for
Disaster
Preparedness, 10
Public/Private Emergency Management Communication
Partnerships, 13
School-Based Disaster Mental Health Services for Children in
the Laguna
Beach Firestorm, 11
School Safety Project, 18
SKYWARN of Northwest Ohio, 32
STORMWATCH, 21
Tippecanoe County Animal Care Referral Plan, 20
Virginia Disaster Recovery Task Force, 36
What Is Emergency Management and How Am I Involved?, 34
45
Program Subjects Index
_____________________________________ PROGRAM
SUBJECTS INDEX
Alert programs. See Emergency warning and communications
systems; School
programs
102. Boy Scouts
HAZMAT Transportation Study, 37
Broadcasting systems. See Emergency warning and
communications systems
Business/government cooperation
Chemical Safety Awareness Week, 19
Fayette County Government Industry Self-Assessment Program,
17
Floodplain Compensation Basins, 22
Flood Buyout Program, 29
Public/Private Emergency Management Communication
Partnerships, 13
Communications systems. See Emergency warning and
communications
systems
Community disaster preparedness
Community Disaster Information Web Page, 14
Missouri Governor’s Disaster Resistant Community (DRC)
Initiative, 30
Montecito Emergency Response and Recovery Action Group
(MERRAG), 9
Neighborhood Emergency Team Outreach, 16
Planning by Doing, 31
Prairie Island Fire Engine Deployment, 5
Public Education and Professional Outreach Programs for
Disaster
Preparedness, 10
Virginia Disaster Recovery Task Force, 36
Community outreach
103. After the Fire, 35
Civilian Fire Academy, 27
Community Disaster Information Web Page, 14
Neighborhood Emergency Team Outreach, 16
Crisis counseling
Kentucky Community Crisis Response Board (KCCRB) Crisis
Intervention
Team, 23
School-Based Disaster Mental Health Services for Children in
the Laguna
Beach Firestorm, 11
Tippecanoe County Animal Care Referral Plan, 20
Disaster preparedness and mitigation
Adopt a House, 12
Missouri Governor’s Disaster Resistant Community (DRC)
Initiative, 30
Public Education and Professional Outreach Programs for
Disaster
Preparedness, 10
Tippecanoe County Animal Care Referral Plan, 20
Disaster response. See Emergency response teams
46
_____________________________________ PROGRAM
SUBJECTS INDEX
Disaster response and recovery
104. Community Disaster Information Web Page, 14
First Coast Disaster Council, 15
Public/Private Emergency Management Communicatio n
Partnerships, 13
SKYWARN of Northwest Ohio, 32
Tippecanoe County Animal Care Referral Plan, 20
Virginia Disaster Recovery Task Force, 36
Earthquake preparedness and mitigation
Clay County Earthquake Preparedness and Mitigation Program,
7
Los Angeles Unified School District Earthquake and Safe
Schools Training, 8
Education. See Fire safety training; Public education; School
programs
Elderly persons
Adopt a House, 12
Emergency communications plan
Community Disaster Information Web Page, 14
Public/Private Emergency Management Communication
Partnerships, 13
Emergency first responders. See Emergency response teams
Emergency management
Fayette County Government Industry Self-Assessment Program,
17
Planning by Doing, 31
Virginia Disaster Recovery Task Force, 36
Emergency management training
School Safety Project, 18
105. Emergency personnel. See also Emergency response teams;
Volunteer services
Planning by Doing, 31
Emergency planning. See Emergency management
Emergency preparedness and mitigation
Fire Chiefs’ Assistance and Support Team (FAST), 28
Montecito Emergency Response and Recovery Action Group
(MERRAG), 9
Neighborhood Emergency Team Outreach, 16
Planning by Doing, 31
Preparedness—Taking It One Step at a Time, 33
What Is Emergency Management and How Am I Involved?, 34
Emergency response
Marine Incident Resources & Training (MIRT), 24
STORMWATCH, 21
Emergency response teams
Fire Chiefs’ Assistance and Support Team (FAST), 28
Kentucky Community Crisis Response Board (KCCRB) Crisis
Intervention
Team, 23
Neighborhood Emergency Team Outreach, 16
47
_____________________________________ PROGRAM
SUBJECTS INDEX
Emergency warning and communications systems
Community Disaster Information Web Page, 14
106. Public/Private Emergency Management Communication
Partnerships, 13
SKYWARN of Northwest Ohio, 32
STORMWATCH, 21
Fire mitigation and response
After the Fire, 35
Marine Incident Resources & Training (MIRT), 24
Prairie Island Fire Engine Deployment, 5
Fire safety training
Civilian Fire Academy, 27
Flood mitigation and prevention
Black Pond Slough Detention Facility, 6
Floodplain Compensation Basins, 22
Flood Buyout Program, 29
Hazard preparedness and mitigation. See Disaster preparedness
and mitiga-
tion; Earthquake preparedness and mitigation; Fire mitigation
and response;
Flood mitigation and prevention; Hazardous materials
preparedness and
mitigation; Hurricane preparedness and mitigation; Public
education; School
programs
Hazardous materials studies
HAZMAT Transportation Study, 37
Hazardous materials preparedness and mitigation
Chemical Safety Awareness Week, 19
Fayette County Government Industry Self-Assessment Program,
17
HAZMAT Transportation Study, 37
107. Home renovation
Adopt a House, 12
Hospital disaster support
First Coast Disaster Council, 15
Hurricane preparedness and mitigation
DelMarVa Emergency Task Force (DETF), 25
Interagency cooperation
Chemical Safety Awareness Week, 19
DelMarVa Emergency Task Force (DETF), 25
Fire Chiefs’ Assistance and Support Team (FAST), 28
First Coast Disaster Council, 15
Marine Incident Resources & Training (MIRT), 24
Montecito Emergency Response and Recovery Action Group
(MERRAG), 9
School-Based Disaster Mental Health Services for Children in
the Laguna
Beach Firestorm, 11
STORMWATCH, 21
Tippecanoe County Animal Care Referral Plan, 20
Virginia Disaster Recovery Task Force, 36
48
_____________________________________ PROGRAM
SUBJECTS INDEX
Intergovernmental cooperation
DelMarVa Emergency Task Force (DETF), 25
108. Internet
Community Disaster Information Web Page, 14
Media partnerships
Public/Private Emergency Management Communication
Partnerships, 13
Multistate cooperation
DelMarVa Emergency Task Force (DETF), 25
Marine Incident Resources & Training (MIRT), 24
Neighborhood emergency teams
Neighborhood Emergency Team Outreach, 16
Public education
Chemical Safety Awareness Week, 19
Civilian Fire Academy, 27
Preparedness—Taking It One Step at a Time, 33
Public Education and Professional Outreach Programs for
Disaster
Preparedness, 10
What Is Emergency Management and How Am I Involved?, 34
Public information emergency response
Public/Private Emergency Management Communication
Partnerships, 13
Radio emergency services
Public/Private Emergency Management Communication
Partnerships, 13
School programs
Event-Based Science (EBS) Project, 26
Public Education and Professional Outreach Programs for
Disaster
109. Preparedness, 10
School-Based Disaster Mental Health Services for Children in
the Laguna
Beach Firestorm, 11
School safety
Kentucky Community Crisis Response Board (KCCRB) Crisis
Intervention
Team, 23
Los Angeles Unified School District Earthquake and Safe
Schools Training, 8
School Safety Project, 18
Television program
Chemical Safety Awareness Week, 19
Terrorism
Planning by Doing, 31
Training
First Coast Disaster Council, 15
Kentucky Community Crisis Response Board (KCCRB) Crisis
Intervention
Team, 23
Los Angeles Unified School District Earthquake and Safe
Schools Training, 8
Planning by Doing, 31
49
110. _____________________________________ PROGRAM
SUBJECTS INDEX
Volunteer services
Adopt a House, 12
Clay County Earthquake Preparedness and Mitigation Program,
7
HAZMAT Transportation Study, 37
Neighborhood Emergency Team Outreach, 16
SKYWARN of Northwest Ohio, 32
Virginia Disaster Recovery Task Force, 36
Warning systems. See Emergency warning and communications
systems
Weather information network
SKYWARN of Northwest Ohio, 32
STORMWATCH, 21
Workshops. See Public education; Training
World Wide Web. See Internet
51
Program Locations Index
___________________________________ PROGRAM
LOCATIONS INDEX
Following is a list of locations where exemplary practices
and/or their contacts
can be found. The list begins with the Prairie Island
Community; States are
111. then listed in bold in alphabetical order.
Arkansas
Clay County, 7
McGehee, 6
California
Laguna Beach, 11
Los Angeles, 8
Montecito, 9
Pacific Grove, 10
Delaware
Multistate, 25
Florida
Deerfield Beach, 12, 16
Jacksonville, 15
Volusia County, 13, 14
Georgia
Fayette County, 17
Statewide, 18
Indiana
Indianapolis, 19
Tippecanoe County, 20
Iowa
Linn County, 21
Kentucky
Louisville, 22
Statewide, 23
Maine