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Instructions are listed below. Document needed for power point is attached Details: Hurricane Katrina demonstrated that the United States was unprepared to deal with a disaster of such magnitude. Even though, as indicated in the senate report, “Hurricane Katrina: A Nation Still Unprepared,” the government knew for many years that a devastating hurricane was quite likely to strike New Orleans, planning was insufficient and no solid strategy existed for response. Lack of strategy delayed response when time was of the essence and a lack of leadership and unsuccessful coordination efforts actually contributed to additional destruction and distress. Multiple serious mistakes were made during first-response efforts and the recovery stage after Hurricane Katrina, which ultimately contributed to the development of new standards, procedures, and agencies. Lessons learned from this catastrophe had a significant impact on preparedness, mitigation, response, and recovery efforts at every level of government. The mistakes of Katrina and the resulting recommendations for improving practices within the United States are documented in “Hurricane Katrina: A Nation Still Unprepared.” The report is lengthy; however, the following sections provide a comprehensive overview of deficiencies in the areas of preparedness, mitigation, response, and recovery. Executive Summary Chapter 2: Hurricane Katrina: Indicators of Impact Chapter 5: Hurricane Katrina: Timeline of Key Events Chapter 6: Emergency Management: Louisiana Chapter 8: “Hurricane Pam”: Warning Flag for Katrina Chapter 18: Communication Voids Chapter 19: Lack of Situational Awareness Chapter 27: Failures in National Response Plan: Unified Command Chapter 28: FEMA Waste and Fraud Recommendations Your task is to read these sections of the report and prepare a presentation for the mayor of your city demonstrating the major deficiencies in the area of preparedness, mitigation, response, and recovery along the Gulf Coast in the wake of Hurricane Katrina. Based on the report, your analysis of your state’s emergency plan in Module 2, and any additional research, make recommendations in a PowerPoint presentation (15-20 slides) for what your city needs to do to make sure it is as prepared as possible for potential threats. Be sure to address the following: Identify the major deficiencies in preparedness and mitigation planning that left the Gulf Coast vulnerable to a major disaster. Address how lack of effective risk assessment and hazard analysis played a role in worsening the devastation. Identify problems with communication and operations that worsened the impact of the storm during the response phase. Identify major problems with both short- and long-term recovery in the aftermath of the storm. Identify the most important lessons your own city should learn from the devastation of Hurricane Katrina. Recommend what your city should do to address its major weakness in the areas of pre ...
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HURRICANE KATRINA A NATION STILL UNPREPARED .docx
HURRICANE KATRINA:
A NATION STILL UNPREPARED
EXECUTIVE SUMMARY
REPORT OF THE SENATE COMMITTEE ON HOMELAND
SECURITY AND GOVERNMENTAL AFFAIRS
MAY 2006
EXECUTIVE SUMMARY
Hurricane Katrina was an extraordinary act of nature that spawned a human
tragedy. It was the most destructive natural disaster in American history, laying waste to
90,000 square miles of land, an area the size of the United Kingdom. In Mississippi, the
storm surge obliterated coastal communities and left thousands destitute. New Orleans
was overwhelmed by flooding. All told, more than 1500 people died. Along the Gulf
Coast, tens of thousands suffered without basic essentials for almost a week.
But the suffering that continued in the days and weeks after the storm passed did
not happen in a vacuum; instead, it continued longer than it should have because of – and
was in some cases exacerbated by – the failure of government at all levels to plan,
prepare for and respond aggressively to the storm. These failures were not just
conspicuous; they were pervasive. Among the many factors that contributed to these
failures, the Committee found that there were four overarching ones: 1) long-term
warnings went unheeded and government officials neglected their duties to prepare for a
forewarned catastrophe; 2) government officials took insufficient actions or made poor
decisions in the days immediately before and after landfall; 3) systems on which officials
relied on to support their response efforts failed, and 4) government officials at all levels
failed to provide effective leadership. These individual failures, moreover, occurred
against a backdrop of failure, over time, to develop the capacity for a coordinated,
national response to a truly catastrophic event, whether caused by nature or man-made.
The results were tragic loss of life and human suffering on a massive scale, and an
undermining of confidence in our governments’ ability to plan, prepare for, and respond
to national catastrophes.
Effective response to mass emergencies is a critical role of every level of
government. It is a role that requires an unusual level of planning, coordination and
dispatch among governments’ diverse units. Following the terrorist attacks of 9/11, this
country went through one of the most sweeping reorganizations of federal government in
history. While driven primarily by concerns of terrorism, the reorganization was designed
to strengthen our nation’s ability to address the consequences of both natural and man-
made disasters. In its first major test, this reorganized system failed. Katrina revealed
that much remains to be done.
The Committee began this investigation of the preparations for and response to
Hurricane Katrina within two weeks of the hurricane’s landfall on the Gulf Coast. The
tragic loss of life and human suffering in Katrina’s wake would have been sufficient in
themselves to compel the Commit ...
MAKING STATE DISASTER MANAGEMENT PLANS:
MAKING STATE DISASTER MANAGEMENT PLANS: PRESENTATION BY SUNIL KOHLI IDAS JS&FA, NDMA IN TRIVANDRUM IN JUNE 2010
CJ102 CriminologyUnit 6 WorksheetStudent Name ___________.docx
CJ102: Criminology
Unit 6 Worksheet
Student Name: _______________________________________________________
After completing the readings, answer the following five questions:
1. What is neutralization theory?
2. Name 5 of these and illustrate how they work.
3. Define and contrast primary and secondary deviance. Provide an example for each.
4. What are the policy implications of labeling theory?
5. How was social structure theory used to inform policy in the Kennedy and Johnson administrations?
GAO
United States Government Accountability Office
Testimony
Before the Subcommittee on Emergency
Communications, Preparedness, and
Response, Committee on Homeland
Security, House of Representatives
DISASTER RECOVERY
Past Experiences Offer
Recovery Lessons for
Hurricanes Ike and Gustav
and Future Disasters
Statement of Stanley J. Czerwinski, Director
Strategic Issues
For Release on Delivery
Expected at 10:00 a.m. EST
Tuesday, March 3, 2009
GAO-09-437T
What GAO Found
United States Government Accountability Office
Why GAO Did This Study
Highlights
Accountability Integrity Reliability
March 3, 2009
DISASTER RECOVERY
Past Experiences Offer Recovery Lessons for
Hurricanes Ike and Gustav and Future Disasters
Highlights of GAO-09-437T, a testimony
before the Subcommittee on Emergency
Communications, Preparedness, and
Response, Committee on Homeland
Security, House of Representatives
Recovery from major disasters is a
complex undertaking that involves
the combined efforts of federal,
state, and local government in
order to succeed. While the federal
government provides a significant
amount of financial and technical
assistance for recovery, state and
local jurisdictions work closely
with federal agencies to secure and
make use of those resources. This
testimony describes lessons and
insights that GAO has identified
from review of past disasters,
which may be useful to inform
recovery efforts in the wake of
Hurricanes Ike and Gustav, as well
as disasters yet to come.
These lessons come from two
reports GAO recently released last
fall on disaster recovery. The first
draws on the experiences of
communities that have recovered
from previous major disasters in
order to help inform recovery
efforts in the wake of Hurricanes
Ike and Gustav as well as the 2008
Midwest floods. The second
examines the implementation of
the Federal Emergency
Management Agency’s (FEMA)
Public Assistance grant program
and identifies several actions that
the Department of Homeland
Security can take to improve
operations of that program. These
include improving information
sharing and enhancing continuity
and communication. Commenting
on a draft of that report, the
department generally agreed with
our recommendations. In doing this
work, GAO interviewed federal,
state, and local officials involved in
recovery and reviewed relevant
documents, data ...
Week 7 Emergency Simulation Assignment 2 page AMA format-cite a.docx
Week 7: Emergency Simulation Assignment
2 page AMA format-cite all sources
Using the link below, participate in the online public health simulation of an emergency to integrate the knowledge you gained from this course in responding to a hypothetical emergency.
· Dirty Bomb! After the Blast – A Public Health Simulation: https://cpheo1.sph.umn.edu/dbomb/index.asp
In the simulation, you worked as a public health professional and made decisions relating to communications, coordination, and response. In the assignment,
· Briefly describe your actions in the simulation relating to communications, coordination, and response.
· Consider how these same areas were handled during Hurricane Katrina as described in this week’s reading: Case Study Response to Katrina (attached)
· Identify one area where you feel you were able to appropriately communicate, coordinate, or respond in this simulation and contrast your actions to those taken by personnel in Hurricane Katrina in the same area.
Provide your responses and the last screen as appropriate to the simulation to the Week 7 Assignment.
Microeconomics – Week #5 Assignment
Costs Table
Directions: Fill in the table.
Units of Output
Total Costs
Total Fixed Costs
Total Variable Costs
Average Total Costs
Average Fixed Costs
Average Variable Costs
Marginal Costs
0
$1,000
1
1,200
2
1,350
3
1,550
4
1,900
5
2,300
6
2,750
7
3,250
8
3,800
9
4,400
1
*This case study accompanies the IRGC report “Risk Governance Deficits: An analysis and illustration of the most
common deficits in risk governance”.
The Response to Hurricane Katrina
By Donald P. Moynihan
1
Hurricane Katrina occurred four years after the attacks of 9/11, three years after the subsequent
creation of the Department of Homeland Security (DHS), and one year after the DHS had created
a National Response Plan. But despite the heightened attention to homeland security, the
response to Katrina was a failure. The world watched as government responders seemed unable
to offer basic protection from the ravages of nature. The titles of two congressional reports
summarised the sense of failure. A Select House Committee [House Report, 2006] identified “A
Failure of Initiative” while the Senate Committee on Homeland Security and Governmental Affairs
[Senate Report, 2006] judged the United States “A Nation Still Unprepared.”
The poor response arose from a failure to manage a number of risk factors. The risks of a major
hurricane striking New Orleans had been long considered, and there was enough warning of the
threat of Katrina that declarations of emergency were made days in advance of landfall. But
responders failed to convert this information into a level of preparation appropriate with the scope
of the impending disaster. The dispersed nature of authority in the US intergovernmental
response system further weakened response, as federal responders failed.
HM500 Crisis and Emergency ManagementUnit 5 DQTopic 1 Prepa
HM500 Crisis and Emergency Management
Unit 5 DQ
Topic 1: Preparedness for Terrorist Attacks
Since September 11, there has been a significant focus on preparedness for terrorist attacks. The response to Katrina highlighted significant shortcomings in response to the impact of natural disasters. Based upon your text and outside readings, what do you see as the improvements required to adequately respond to terrorist threats and attacks, as well as hurricanes like Katrina, earthquakes, and other natural disasters? Does preparing for one emergency assist in preparing for the other type of disaster? What organizations within the community would you engage in preparing an emergency response plan to both terrorist attacks and natural disasters?
Topic 1: Reply to Student #1 Below (Help the student, give advice)
Courtney Wheeler
Terrorist attacks can be different than natural disasters, there is a wide range of attacks that can happen. Emergency managers should look at preparedness needs the community needs, depending upon the consequences of the attack, what the community can do to mitigate or prevent an attack from happening, how the community should respond to attacks, and what will be needed for the long-term recovery process (Haddow, et al., 2021, pg. 405). With natural disasters, the best thing is to be prepared for any level of disaster, what I mean by this is there needs to be emergency plans for a level 4 or 5 hurricane, but a level 1 hurricane as well. I think that preparing for one emergency disaster can help in preparing for future disasters, you learn and experience things as they happen, and you can take that knowledge into plans for future emergencies. I would engage with emergency responders, neighboring communities to get extra help, local TV networks to help get information out about evacuation plans, hospitals, and the American Red-Cross.
Haddow, D.G., Bullock, A.J. & Coppola, P.D. (2021). Introduction to emergency management (7th ed). Butterworth-Heinemann.
Topic 1: Reply to Student #2 Below (Help the student, give advice)
Matthew Burdette
Several improvements will be required to adequately respond to terrorist threats and attacks, major hurricanes and earthquakes, and other natural disasters. The shift from an “all hazards approach” to a “single-hazard approach” was certain to cause issues in the future as the focus seemed to be on the threat of terrorist attacks and not on the possibility of other disasters (Haddow et al., 2021). In the first 20 years of the reorganization of DHS and FEMA, many issues arose particularly with leadership roles and the chain of command. In other words, who should be called during emergency situations and in what order, and who is in control? According to Haddow et al. (2021), Bush’s reorganization and creation of the new “Homeland Security Presidential Directive” merged approximately 179,000 employees from 22 pre-existing agencies and programs into one “cabinet-level” organization” (p. 14). ...
Disaster Resilience Scorecard for Cities
Based on the 'Ten Essentials', this disaster resilience scorecard identifies risk and provides a basis for future investments.
IBM and AECOM have developed the Disaster Resilience Scorecard for the United Nations Making Cities Resilient Campaign, to be available free to any city to enable it to assess its resilience to natural hazards. While some hazards such as earthquakes and tsunamis have always been present, others such as floods, hurricanes, tornados or heat events are expected to increase in frequency and severity due to the changing climate. With growing populations and urbanization putting more lives and economic activity in harm’s way, it is imperative that the world’s cities learn to understand and manage the risks that they face. The scorecard provides a mechanism to measure a city’s progress in this activity and allow the city to develop a prioritized list of actions to be taken to improve resilience. This document answers frequently asked questions.
Recommended
HURRICANE KATRINA A NATION STILL UNPREPARED .docx
HURRICANE KATRINA:
A NATION STILL UNPREPARED
EXECUTIVE SUMMARY
REPORT OF THE SENATE COMMITTEE ON HOMELAND
SECURITY AND GOVERNMENTAL AFFAIRS
MAY 2006
EXECUTIVE SUMMARY
Hurricane Katrina was an extraordinary act of nature that spawned a human
tragedy. It was the most destructive natural disaster in American history, laying waste to
90,000 square miles of land, an area the size of the United Kingdom. In Mississippi, the
storm surge obliterated coastal communities and left thousands destitute. New Orleans
was overwhelmed by flooding. All told, more than 1500 people died. Along the Gulf
Coast, tens of thousands suffered without basic essentials for almost a week.
But the suffering that continued in the days and weeks after the storm passed did
not happen in a vacuum; instead, it continued longer than it should have because of – and
was in some cases exacerbated by – the failure of government at all levels to plan,
prepare for and respond aggressively to the storm. These failures were not just
conspicuous; they were pervasive. Among the many factors that contributed to these
failures, the Committee found that there were four overarching ones: 1) long-term
warnings went unheeded and government officials neglected their duties to prepare for a
forewarned catastrophe; 2) government officials took insufficient actions or made poor
decisions in the days immediately before and after landfall; 3) systems on which officials
relied on to support their response efforts failed, and 4) government officials at all levels
failed to provide effective leadership. These individual failures, moreover, occurred
against a backdrop of failure, over time, to develop the capacity for a coordinated,
national response to a truly catastrophic event, whether caused by nature or man-made.
The results were tragic loss of life and human suffering on a massive scale, and an
undermining of confidence in our governments’ ability to plan, prepare for, and respond
to national catastrophes.
Effective response to mass emergencies is a critical role of every level of
government. It is a role that requires an unusual level of planning, coordination and
dispatch among governments’ diverse units. Following the terrorist attacks of 9/11, this
country went through one of the most sweeping reorganizations of federal government in
history. While driven primarily by concerns of terrorism, the reorganization was designed
to strengthen our nation’s ability to address the consequences of both natural and man-
made disasters. In its first major test, this reorganized system failed. Katrina revealed
that much remains to be done.
The Committee began this investigation of the preparations for and response to
Hurricane Katrina within two weeks of the hurricane’s landfall on the Gulf Coast. The
tragic loss of life and human suffering in Katrina’s wake would have been sufficient in
themselves to compel the Commit ...
MAKING STATE DISASTER MANAGEMENT PLANS:
MAKING STATE DISASTER MANAGEMENT PLANS: PRESENTATION BY SUNIL KOHLI IDAS JS&FA, NDMA IN TRIVANDRUM IN JUNE 2010
CJ102 CriminologyUnit 6 WorksheetStudent Name ___________.docx
CJ102: Criminology
Unit 6 Worksheet
Student Name: _______________________________________________________
After completing the readings, answer the following five questions:
1. What is neutralization theory?
2. Name 5 of these and illustrate how they work.
3. Define and contrast primary and secondary deviance. Provide an example for each.
4. What are the policy implications of labeling theory?
5. How was social structure theory used to inform policy in the Kennedy and Johnson administrations?
GAO
United States Government Accountability Office
Testimony
Before the Subcommittee on Emergency
Communications, Preparedness, and
Response, Committee on Homeland
Security, House of Representatives
DISASTER RECOVERY
Past Experiences Offer
Recovery Lessons for
Hurricanes Ike and Gustav
and Future Disasters
Statement of Stanley J. Czerwinski, Director
Strategic Issues
For Release on Delivery
Expected at 10:00 a.m. EST
Tuesday, March 3, 2009
GAO-09-437T
What GAO Found
United States Government Accountability Office
Why GAO Did This Study
Highlights
Accountability Integrity Reliability
March 3, 2009
DISASTER RECOVERY
Past Experiences Offer Recovery Lessons for
Hurricanes Ike and Gustav and Future Disasters
Highlights of GAO-09-437T, a testimony
before the Subcommittee on Emergency
Communications, Preparedness, and
Response, Committee on Homeland
Security, House of Representatives
Recovery from major disasters is a
complex undertaking that involves
the combined efforts of federal,
state, and local government in
order to succeed. While the federal
government provides a significant
amount of financial and technical
assistance for recovery, state and
local jurisdictions work closely
with federal agencies to secure and
make use of those resources. This
testimony describes lessons and
insights that GAO has identified
from review of past disasters,
which may be useful to inform
recovery efforts in the wake of
Hurricanes Ike and Gustav, as well
as disasters yet to come.
These lessons come from two
reports GAO recently released last
fall on disaster recovery. The first
draws on the experiences of
communities that have recovered
from previous major disasters in
order to help inform recovery
efforts in the wake of Hurricanes
Ike and Gustav as well as the 2008
Midwest floods. The second
examines the implementation of
the Federal Emergency
Management Agency’s (FEMA)
Public Assistance grant program
and identifies several actions that
the Department of Homeland
Security can take to improve
operations of that program. These
include improving information
sharing and enhancing continuity
and communication. Commenting
on a draft of that report, the
department generally agreed with
our recommendations. In doing this
work, GAO interviewed federal,
state, and local officials involved in
recovery and reviewed relevant
documents, data ...
Week 7 Emergency Simulation Assignment 2 page AMA format-cite a.docx
Week 7: Emergency Simulation Assignment
2 page AMA format-cite all sources
Using the link below, participate in the online public health simulation of an emergency to integrate the knowledge you gained from this course in responding to a hypothetical emergency.
· Dirty Bomb! After the Blast – A Public Health Simulation: https://cpheo1.sph.umn.edu/dbomb/index.asp
In the simulation, you worked as a public health professional and made decisions relating to communications, coordination, and response. In the assignment,
· Briefly describe your actions in the simulation relating to communications, coordination, and response.
· Consider how these same areas were handled during Hurricane Katrina as described in this week’s reading: Case Study Response to Katrina (attached)
· Identify one area where you feel you were able to appropriately communicate, coordinate, or respond in this simulation and contrast your actions to those taken by personnel in Hurricane Katrina in the same area.
Provide your responses and the last screen as appropriate to the simulation to the Week 7 Assignment.
Microeconomics – Week #5 Assignment
Costs Table
Directions: Fill in the table.
Units of Output
Total Costs
Total Fixed Costs
Total Variable Costs
Average Total Costs
Average Fixed Costs
Average Variable Costs
Marginal Costs
0
$1,000
1
1,200
2
1,350
3
1,550
4
1,900
5
2,300
6
2,750
7
3,250
8
3,800
9
4,400
1
*This case study accompanies the IRGC report “Risk Governance Deficits: An analysis and illustration of the most
common deficits in risk governance”.
The Response to Hurricane Katrina
By Donald P. Moynihan
1
Hurricane Katrina occurred four years after the attacks of 9/11, three years after the subsequent
creation of the Department of Homeland Security (DHS), and one year after the DHS had created
a National Response Plan. But despite the heightened attention to homeland security, the
response to Katrina was a failure. The world watched as government responders seemed unable
to offer basic protection from the ravages of nature. The titles of two congressional reports
summarised the sense of failure. A Select House Committee [House Report, 2006] identified “A
Failure of Initiative” while the Senate Committee on Homeland Security and Governmental Affairs
[Senate Report, 2006] judged the United States “A Nation Still Unprepared.”
The poor response arose from a failure to manage a number of risk factors. The risks of a major
hurricane striking New Orleans had been long considered, and there was enough warning of the
threat of Katrina that declarations of emergency were made days in advance of landfall. But
responders failed to convert this information into a level of preparation appropriate with the scope
of the impending disaster. The dispersed nature of authority in the US intergovernmental
response system further weakened response, as federal responders failed.
HM500 Crisis and Emergency ManagementUnit 5 DQTopic 1 Prepa
HM500 Crisis and Emergency Management
Unit 5 DQ
Topic 1: Preparedness for Terrorist Attacks
Since September 11, there has been a significant focus on preparedness for terrorist attacks. The response to Katrina highlighted significant shortcomings in response to the impact of natural disasters. Based upon your text and outside readings, what do you see as the improvements required to adequately respond to terrorist threats and attacks, as well as hurricanes like Katrina, earthquakes, and other natural disasters? Does preparing for one emergency assist in preparing for the other type of disaster? What organizations within the community would you engage in preparing an emergency response plan to both terrorist attacks and natural disasters?
Topic 1: Reply to Student #1 Below (Help the student, give advice)
Courtney Wheeler
Terrorist attacks can be different than natural disasters, there is a wide range of attacks that can happen. Emergency managers should look at preparedness needs the community needs, depending upon the consequences of the attack, what the community can do to mitigate or prevent an attack from happening, how the community should respond to attacks, and what will be needed for the long-term recovery process (Haddow, et al., 2021, pg. 405). With natural disasters, the best thing is to be prepared for any level of disaster, what I mean by this is there needs to be emergency plans for a level 4 or 5 hurricane, but a level 1 hurricane as well. I think that preparing for one emergency disaster can help in preparing for future disasters, you learn and experience things as they happen, and you can take that knowledge into plans for future emergencies. I would engage with emergency responders, neighboring communities to get extra help, local TV networks to help get information out about evacuation plans, hospitals, and the American Red-Cross.
Haddow, D.G., Bullock, A.J. & Coppola, P.D. (2021). Introduction to emergency management (7th ed). Butterworth-Heinemann.
Topic 1: Reply to Student #2 Below (Help the student, give advice)
Matthew Burdette
Several improvements will be required to adequately respond to terrorist threats and attacks, major hurricanes and earthquakes, and other natural disasters. The shift from an “all hazards approach” to a “single-hazard approach” was certain to cause issues in the future as the focus seemed to be on the threat of terrorist attacks and not on the possibility of other disasters (Haddow et al., 2021). In the first 20 years of the reorganization of DHS and FEMA, many issues arose particularly with leadership roles and the chain of command. In other words, who should be called during emergency situations and in what order, and who is in control? According to Haddow et al. (2021), Bush’s reorganization and creation of the new “Homeland Security Presidential Directive” merged approximately 179,000 employees from 22 pre-existing agencies and programs into one “cabinet-level” organization” (p. 14). ...
Disaster Resilience Scorecard for Cities
Based on the 'Ten Essentials', this disaster resilience scorecard identifies risk and provides a basis for future investments.
IBM and AECOM have developed the Disaster Resilience Scorecard for the United Nations Making Cities Resilient Campaign, to be available free to any city to enable it to assess its resilience to natural hazards. While some hazards such as earthquakes and tsunamis have always been present, others such as floods, hurricanes, tornados or heat events are expected to increase in frequency and severity due to the changing climate. With growing populations and urbanization putting more lives and economic activity in harm’s way, it is imperative that the world’s cities learn to understand and manage the risks that they face. The scorecard provides a mechanism to measure a city’s progress in this activity and allow the city to develop a prioritized list of actions to be taken to improve resilience. This document answers frequently asked questions.
HM510Week2 AssignmentAs the assistant director of emergency
HM510
Week2 Assignment
As the assistant director of emergency management for your hometown New York City, you have been given the task by the newly elected county commission to propose a hazard mitigation awareness program that can be placed on the county public-safety training website. It is the goal of the commissioners to assure that all county agencies, and especially first responders and code-enforcement officials, have an awareness of what hazard-mitigation strategies can be employed in new land-development projects and construction to mitigate the local natural and man-made hazards.
You are to propose a training plan utilizing 10 PowerPoint slides that includes the following components:
· Target audience
· Issues to be addressed
· Media type and format to be utilized
· Feedback/evaluation format for the training
· Implementation plan for the program
Directions:
· Your slide requirement is excluding your title, introduction, and reference slides.
· Use one basic slide design and layout.
· Limit slides to between 6 and 8 lines of content.
· You may use pictures, charts, and graphs to supplement your material as long as they do not take up the entire slide
· Use bullets for your main points.
· Use speaker notes to fully explain what is being discussed in the bullet points as though you are presenting to an audience, being sure to follow the Standard English (correct grammar, punctuation, etc.)
· Viewpoint and purpose should be clearly established and sustained
· Presentation should be well ordered, logical and unified, as well as original and insightful
· Your work should display superior content, organization, style, and mechanics
· Appropriate citation style should be followed
You should also make sure to:
· Use examples to support your discussion
· Cite all sources on a separate reference slide at the end of your PowerPoint and reference and cite within the body of the presentation using APA format and citation style. For more information on APA guidelines, visit Academic Tools.
HM510
Unit 2 DQ
Mitigation Planning
Mitigation planning to include funding is important to building a sustainable and hazard-resilient community. Given the three layers of governmental bureaucracy (federal, state, and local) do you believe the system is readily accessible? How do you think the process can be improved to make funding available sooner and ultimately increase the level of mitigation activity? What checks and balances should remain, and which could be removed? Share any personal experiences with the process.
Student #1: (Travis Reed)
Good morning Y’all
The funding process is among the key determinant factors for the success of any mitigation measure directed to a disaster of any nature (Smith & Vila, 2020). Without sufficient funds, the hazard mitigation strategies are rendered ineffective in restoring the status of the community following a disaster. While funding is a critical factor in hazard mitigation, it is also one area with multiple ch ...
An Unnatural Disaster The Aftermath Of Hurricane Katrina
Essay Writing Service
http://StudyHub.vip/An-Unnatural-Disaster--The-Aftermath-Of 👈
11112016 IS230.d Fundamentals of Emergency Management F.docx
11/11/2016 IS230.d Fundamentals of Emergency Management | FEMA Emergency Management Institute (EMI)
https://training.fema.gov/is/examform.aspx?id=230.d 1/7
Final Exam for: IS230.d: Fundamentals of Emergency Management
Privacy Act Statement (Public Law 93 579)
Each time that this test is loaded, you will receive a unique set of questions and answers. The test questions are
scrambled to protect the integrity of the exam.
Display All
1. Which of the following is NOT a key function of the Multiagency Coordination System?
A. Situation assessment
B. Interagency activities
C. Incident command
D. Critical resource planning
2. What capabilities focus on saving lives, protecting property and the environment, and
meeting basic human needs and begin when an incident is imminent or immediately after an
event occurs?
A. Readiness
B. Recovery
C. Rescue
D. Response
3. Which FEMA mitigation program assists in implementing longterm hazard mitigation
measures following Presidential disaster declarations?
A. Hazard Mitigation Grant Program (HMGP)
B. Repetitive Flood Claims (RFC)
C. Severe Repetitive Loss (SRL)
D. PreDisaster Mitigation (PDM)
4. The local emergency manager has the responsibility for coordinating emergency
management programs and activities. A local emergency manger is responsible for all of the
following activities EXCEPT FOR:
A. Managing resources before, during, and after a major emergency or disaster.
B. Identifying and analyzing the potential impacts of hazards that threaten the jurisdiction.
C. Developing an Incident Action Plan that specifies tactics for first responders
D. Coordinating the planning process and working cooperatively with response partners.
https://training.fema.gov/IS/privacystatement.aspx
https://training.fema.gov/emi.aspx
https://training.fema.gov/emi.aspx
11/11/2016 IS230.d Fundamentals of Emergency Management | FEMA Emergency Management Institute (EMI)
https://training.fema.gov/is/examform.aspx?id=230.d 2/7
5. _____ is responsible for coordinating Federal resources Federal resources that support
State, local, tribal, and territorial efforts when a Federal emergency or disaster is declared.
A. FEMA
B. Local government
C. Regional government
D. State government
6. Specific areas of authority and responsibilities for emergency management should be
clearly stated in local ordinances and laws. These ordinances and laws should specify a
specific line of succession for elected officials and require that departments of government
establish lines of succession.
A. TRUE
B. FALSE
7. Which of the following statements about the Stafford Act is correct? Under the Stafford
Act:
A. The Federal assistance available for major disasters is more limited than that which is available for
emergencies.
B. The types of incidents that may qualify as a major disaster are extremely broad.
C. The President may only declare a major disaster at the request of a Governor ...
5Hurricane Katrina was a seminal catastrophic event that exp.docx
5
Hurricane Katrina was a seminal catastrophic event that exposed a number of weaknesses in our disaster response and recovery capabilities for natural and man-made disasters. These weaknesses arose following 9/11, the reorganization of FEMA into the new DHS caused by 9/11, and the government focus on the terrorist threat. In this lesson, we learned that major catastrophes like Katrina require a disaster response and recovery capability that is both disciplined and agile. Recently, Hurricane Harvey, also a major Category 4 storm, impacted the Gulf Coast, not too far from where Hurricane Katrina made landfall.
How was the outcome of this hurricane response and recovery effort different from the outcome of Katrina? Based on what you have learned, would you have suggested anything about the response efforts be done differently?
must be at least 200 words.
6
The media is often a considerable factor in how the public views the relative success or failure of the disaster response to major catastrophes like Hurricane Katrina. Describe a time where you have seen the media cover a disaster in your community. It can be a smaller scale disasters, like a fire or weather damage. Do you think the media properly handled this disaster, or was it detrimental to the response and recovery efforts? What would you suggest that the media do differently in the future?
must be at least 200 words.
Essay
This involves the evolution of Federal Emergency Management from the formation of FEMA through the lessons learned from Hurricane Sandy. For this , compose an essay in which you do the following:
Discuss the formation of FEMA, then describe how the position of FEMA changed following the Post-Katrina Emergency Management Reform Act of 2006.
Discuss the intended and unintended outcomes that emerged following FEMA’s incorporation into DHS.
Describe how Hurricane Katrina swung the pendulum back towards natural disasters from a focus on terrorism following 9/11.
Describe the subsequent lessons learned and improvements made by the Post-Katrina Emergency Reform Act of 2006 and how they affected emergency response and recovery in Hurricane Sandy.
Discuss the changes in the process for Presidential Disaster Declarations due to the lessons learned from Hurricane Katrina.
Describe how FEMA works with local and state emergency management services and community stakeholders.
Identify improvements instituted by the Post-Katrina Emergency Reform Act of 2006 and how they affected emergency response and recovery in Hurricane Sandy.
should be four pages in length, not counting title page and reference page, and you must incorporate three sources into your assignment. sources must be cited and referenced in A&P format.
7
In a major catastrophe such as the Deepwater Horizon oil spill, describe what changes to “law, policy, and doctrine” you would recommend if you were a member of a Blue Ribbon Commission.
must be at least 200 words.
8
Discuss .
Format Guide forWriting Hazard Specific Plan
Format Guide for
Writing Hazard Specific Plan
Hazard Specific Plan
XXXXX Hazard Specific Plan2019
For Official Use Only. Portions of this document are confidential and exempt from disclosure pursuant to Florida Stat. §119.071(3). Do not copy or distribute without the express written permission of the Director of the
Palm Beach County Division of Emergency Management
Page 2 of 14
This page intentionally left blank
Promulgation Statement
Submitted herein is the Severe Weather Hazard Specific Plan, which serves as a hazards specific plan in support of the Palm Beach County Comprehensive Emergency Management Plan (CEMP). This Hazard Specific Plan supersedes any previous plan promulgated for this purpose. This plan establishes the framework defining the implementation and coordination of incident objectives in response to a severe weather event, i.e., thunderstorms, lightning, hailstorms, and straight-line winds. The two (2) Severe Weather Hazards drought and extreme heat each have their own hazard specific plan and should be sought under separate cover.
This plan has been developed in support of the Palm Beach County CEMP, following the guidance of the State of Florida Comprehensive Emergency Management Plan, the National Response Framework, and the National Incident Management System. The efficient and effective implementation of this plan is the responsibility of the Emergency Management Director or his/her designee. A program of review and evaluation of this plan is essential to its overall effectiveness.
This plan is hereby promulgated as of the sign date below.
_______________________________________________ __________________________
John Smith Date
Director
Division of Emergency Management
This page intentionally left blank
Table of Contents
Introduction 7
Purpose 7
Scope 7
Planning Assumptions 7
Authorities and References 7
Plan Maintenance 7
Preparedness (Hazard Identification) 7
Hazard Analysis (Primary Reference to the LMS) 8
Threat and Risk Analysis 8
Training and Exercise 8
Critical Facilities Statements 8
Response 8
Concept of Operations 9
Alerts, Notifications, and Protective Actions 9
Resource Management 9
Continuity of Government 9
Recovery 9
Short Term Recovery Issues 9
Long Term Recovery Issues 10
Mitigation 10
Record of Revisions 11
Acronyms 12
Attachments 14
This page intentionally left blank
Introduction
The Introduction contains the purpose, scope, planning assumptions, in addition to the authorities and References. This is in paragraph form, and should contain at least two-three sentences for each idea (purpose, scope) while it may have to have bulleted lists for the planning assumptions in addition to the authorities and references.
The planning assumptions should list those factors that are unique to this hazard. Possibly one should consider the nature and timing of the incident caused by the hazard, as well as those fou ...
City Of Capitola Hazard Mitigation 2010
LHMP overview for the City of Capitola. Intended for local government and public viewing. Researched and produced by Todd Mayer BS, MS.
Threat and Hazard Identification and Risk Assessment Guide.docx
Threat and Hazard Identification
and Risk Assessment Guide
Comprehensive Preparedness Guide (CPG) 201
Second Edition
August 2013
CPG 201: Threat and Hazard Identification and Risk Assessment Guide—Second Edition
T a b l e o f C o n t e n t s
Forward .......................................................................................................................... 1
Overview ........................................................................................................................ 1
THIRA Process.........................................................................................................................1
Relationship to Other Risk Assessments................................................................................2
Core Capabilities ......................................................................................................................2
National Preparedness System................................................................................................3
Whole Community Involvement .............................................................................................4
Updating Previous THIRAs ....................................................................................................5
Step 1: Identify the Threats and Hazards of Concern ................................................ 5
Types of Threats and Hazards ................................................................................................5
Sources of Threat and Hazard Information ..........................................................................6
Factors for Selecting Threats and Hazards ...........................................................................7
Step 1 Output............................................................................................................................8
Step 2: Give the Threats and Hazards Context ........................................................... 9
Context Description: Factors to Consider .............................................................................9
Examples of Context Descriptions ........................................................................................10
Step 2 Output..........................................................................................................................10
Step 3: Establish Capability Targets ......................................................................... 10
Impacts and Desired Outcomes ............................................................................................11
Developing Capability Targets .............................................................................................12
Example Capability Target ...................................................................................................14
Step 3 Output............................................................................ ...
Module 3 OverviewMitigation and PreparednessThe discipline of .docx
Module 3 Overview
Mitigation and Preparedness
The discipline of mitigation provides the means for reducing disaster impacts. Mitigation is defined as a sustained action to reduce or eliminate risk to people and property from hazards and their effects. Preparedness within the field of emergency management can be defined not only as a state of readiness to respond to a disaster, crisis or any other type of emergency situation, but also a theme throughout most aspects of emergency management. In this module, you will describe the variety of mitigation tools available to planners. You will understand the impediments to mitigation and other associated problems that exist. You will explain how the Federal Government and other agencies and organizations support mitigation. Different mitigation measures that are performed to address actual disaster risk will be addressed.
In addition, you will understand why preparedness is considered the “building block” of emergency management. The differences that exist between hazard mitigation and disaster preparedness will be discussed. Evaluation planning is important and will be focused upon in this module. The different emergency management exercise types will be identified. Training and equipment for first responders will be described. Lastly, you will learn how businesses and nongovernmental organizations prepare for emergencies.
Learning Objectives
Upon completion of this module, you should be able to:
4A
Explain why preparedness is considered the "building block" of emergency management.
6A
Explain why evacuation planning is important, and why special consideration must be made when planning for the disaster-related needs of certain vulnerable populations.
8A
Explain how the Federal Government and other agencies and organizations support mitigation.
3B
Describe the variety of mitigation tools available to planners.
4B
Describe how training and equipment helps first responders to prepare.
5B
Discuss the differences that exist between hazard mitigation and disaster preparedness.
10B
Describe the different emergency management exercise types and explain what each involves.
3C
Understand the impediments to mitigation and other associated problems that exist.
5C
Explain how businesses and nongovernmental organizations prepare for emergencies.
3D
Identify different mitigation measures performed to address actual disaster risk.
Module 3 Reading Assignment
Haddow, G., Bullock, J., & Coppola, D. (2011). Introduction to emergency management. Burlington: Elsevier. Chapters 3 and 4.
The Disciplines of Emergency Management: Mitigation
The discipline of mitigation provides the means for reducing disaster impacts. Mitigation is defined as a sustained action to reduce or eliminate risk to people and property from hazards and their effects. The body of knowledge and applications in the area of mitigation are still evolving, but many successes have been achieved. Additionally, many of the successfu ...
OECD Workshop “Approaches to reducing and managing the risk of losses and dam...
Presentation from the OECD Workshop “Approaches to reducing and managing the risk of losses and damages from climate change” (15 April 2021) - Session 2, Laura Schäfer, Senior Advisor, Climate Risk Management, Germanwatch
Smarter CitiesThought Leadership White Paper21st centu.docx
Smarter Cities
Thought Leadership White Paper
21st century emergency
management
21st century emergency management2
Contents
2 How did we get here?
4 Legacy-induced challenges
5 21st century emergency management
6 Implementing an emergency management technology
solution
7 Why IBM?
In the late summer months, a tropical depression forms over
warm ocean waters. Meteorologists track the system as it
increases in both size and intensity, becoming first a tropical
storm and then a hurricane. Forecasters and computer models
agree the new storm will likely make landfall over a major
population center. As the hurricane strengthens, emergency
management personnel prepare for what they fear will become
headline news. Public agencies and private organizations
throughout the region begin executing their respective
emergency plans.
Meanwhile, on the other side of the country a lone actor
executes a carefully designed plan for public violence. Unlike
with the brewing storm, emergency management personnel have
no advance warning and must immediately assess the situation
and activate plans designed to prevent loss of life.
In both scenarios, response plans are in full motion. While the
various regional agencies and organizations in each area have
planned for these types of events, these groups still struggle to
coordinate a comprehensive response. Plan execution revealed
areas where interagency activities were not working together
cohesively. It also showed where their respective preparedness
and response plans overlap—and information-sharing challenges
made real-time adjustments difficult at best.
How did we get here?
Around the world, incidents similar to these occur every day.
Yet in event after event, emergency management (EM) personnel
struggle to overcome institutional inertia that can impede an
integrated response to fully-anticipated events as well as the
challenges posed by unanticipated events. The reason is the
historical evolution of emergency management.
Traditionally, emergency management as a practice was focused
on disaster response. Only minimal EM resources were allocated
to planning and preparing for an emergency, recovering and
rebuilding from an emergency, or even ongoing activities that
might reduce the impact or duration of an emergency event.
This was because the discipline of emergency management
originated from developing appropriate responses to wars
and other externally-initiated attacks. In addition, early disaster
research was almost exclusively supported by the US military.
As the Cold War waned, the EM focus shifted from traditional
military threats and broadened to include both natural and
manmade events. In 1979, a more formalized, civil-based
approach was initiated with the formation of US Federal
Emergency Management Agency (FEMA) and the associated
EM workforce that included regional and local officials in
addition to military personnel.
At the same time this ne.
Disaster Declaration, Part 2 Instructions!!!Explore the resour.docx
Disaster Declaration, Part 2 Instructions!!!
Explore the resources within the Preparedness (Non-Disaster) Grants section on the Federal Emergency Management Agency (FEMA) website.
Imagine the disaster declaration request you submitted in Week Four has been denied. (this letter/Assignment is on the next page below, please review and write paper based off the letter assignment below)
Select one of the following scenarios.
1. The president has denied your request for a Major Disaster Declaration stating that the letter and backup documentation failed to prove that the state meets the threshold for damage that is required to grant a disaster declaration request. There are rumors that the Republican president has been in a political battle with your Democratic governor and congressional representatives.
2. The president has denied your request for a Major Disaster Declaration because the FEMA regional administrator's summary and recommendation stated that there were multiple discrepancies between what your agency reported as "destroyed" and "major damage" homes and what the FEMA Preliminary Damage Assessments (PDA) are reporting.
3. The president has denied your request for a Major Disaster Declaration because the government's analysis of the disaster indicates that dealing with the disaster is within the capabilities of the state. Although you stated you needed additional resources and you could not handle it, the government feels you can.
Write a 700- to 1,050-word paper that addresses the following in the context of the scenario selected:
· Analyze ethical challenges as they relate to emergency management funding.
· Why are there discrepancies in the report? What may have caused this error and how can the issue be corrected?
· Analyze emerging political and policy changes in relation to a current event.
· What can you do to get the declaration approved? What are the issues, or potential issues, that must be addressed or overcome?
· What can you do to prove your point to gain approval? What is within your capabilities as an emergency manager? Should you appeal the decision?
· Analyze the purpose of the Stafford Act in relation to government responsibilities.
Cite 3 peer-reviewed, scholarly, or similar references to support your paper.
Format your paper according to APA guidelines
Assignment must be written based off this letter here!
Dear Mr. President,
Under the provision of section 401 of the Robert T. Stafford disaster relief and emergency assistance act, 42 U.S.C. 5121 -5207 (Stafford Act), and the implemented by 44 CFT 206.36, I respectfully request you to declare s major disaster authorizing the full suite of individual, public and temporary housing assistance as well as necessary administrative and disaster management expenses, for the state of Florida as a result of the Hurricane Katrina that struck Florida on august 23, 2005.
Due to the scope of the hurricane damage and the associated efforts, the commission tasked with respon.
·The pamphlet should contain the following·Content and la.docx
·
The pamphlet should contain the following:
·
Content and language that targets a lay audience. All terms should be explained and diagrams and graphics should be provided to clarify concepts and ideas.
·
A brief description of the disease, including its symptoms and signs
·
Explanation of the effects of the disease on healthy body function including cellular, tissue, organ and organ system levels
·
Risk factors contributing to the onset of the disease
·
Description of preventive steps to avoid the disease (if avoidable)
·
Available diagnostic and therapeutic tools
·
Outcomes of the disease (such as prognosis or recovery potential)
·
Information about how a person suffering from the disease can maintain a desirable quality of life, minimize or slow the progress of the disease
Create an informative pamphlet about the chosen chronic or preventable disease for a non-scientific community. Ideally, the pamphlet should be in the form of a
six-page pamphlet.
·
Format of the pamphlet
·
Single-spaced
·
Tri-fold
·
All content written in your own words
·
Reference citations included in APA format (not part of the tri-fold; should be provided on a separate page)
At a minimum,
your pamphlet should contain the following required elements:
·
Introductory paragraph describing your subject and its importance
·
Body of the pamphlet
·
o
Addresses signs, symptoms
o
Explains effects of the disease on healthy body functions, and relates this to signs and symptoms
o
Analyzes risk factors and preventive steps
o
Describes maintenance of quality of life
o
Discusses diagnostic and therapeutic tools
o
Explains expected outcomes and prognosis
o
Describes current areas of research into prevention, treatment or cure
o
Describes possible future areas of research into prevention, treatment or cure
·
References
·
Conclusion - summary of your findings
List all references at the end of your pamphlet. You must use at least five references from credible, scientifically rigorous sources and cite them using American Psychological Association (APA) style. Two or more references should be from the UMUC Library. The references cited should be no older than seven years (published 2004 - 2011). References should be listed on a separate page that does not count toward the required length of the paper.
.
·Quantitative Data Analysis StatisticsIntroductionUnd.docx
·
Quantitative Data Analysis: Statistics
Introduction
Understanding the use of basic statistical strategies is part of being a critical consumer of published research literature. Unless they plan to conduct research themselves, it is not as important for counselors to understand the mathematical calculations of the statistical techniques as it is to be able to recognize the names of the common ones and what kind of information they provide. There are several commercially-available software packages for analyzing quantitative data, one of which is described in detail in Chapter 14 of
Counseling Research: Quantitative, Qualitative, and Mixed Methods
.
Descriptive and Inferential Statistics
In quantitative studies, statistical techniques are used for data analysis. The two main categories of statistics are descriptive and inferential. Descriptive statistics are used to summarize the data. Some common descriptive statistics are the measures of central tendency: the mean, median, and mode. They provide information about where the middle is in distribution of scores. On the normal distribution, the mean, median, and mode are the same. Distributions are said to be skewed when extreme scores draw the mean away from the middle of the distribution. Measures of variability, such as the range, variance, and standard deviation, provide information about how widely a distribution of scores is dispersed (Erford, 2015, p. 250). The standard deviation is a measure of how the scores cluster around the mean. The greater the standard deviation, the greater the spread of scores.
Toggle DrawerHide Full Introduction
Inferential statistics are used to make inferences from the sample to the population. All inferential statistical procedures are based on probability theory. They are used to test hypotheses. Three commonly used inferential statistics are chi square, t-test, and analysis of variance (ANOVA). Chi square is used with nominal data to determine if the observed expected frequency differs significantly from the expected frequency. A t-test is used to determine whether there is a statistically significant difference between the means of two groups. ANOVA is used to determine whether there is a statistically significant difference between the means of three or more groups.
Statistical Significance
When a quantitative study tests a hypothesis, it is technically the null hypothesis being tested. The null hypothesis says there is no difference between the groups, or relationship between the variables (depending on the research design). If the statistical procedure indicates there is statistical significance, the null hypothesis is rejected, meaning that the probability is high that there really is a group difference or strong relationship between the variables.
Rejecting the null hypothesis is not equivalent to proving the research or alternative hypothesis. Researchers can embrace the research hypothesis as one plausible explanation, but because only .
More Related Content
Similar to Instructions are listed below. Document needed for power poin.docx
HM510Week2 AssignmentAs the assistant director of emergency
HM510
Week2 Assignment
As the assistant director of emergency management for your hometown New York City, you have been given the task by the newly elected county commission to propose a hazard mitigation awareness program that can be placed on the county public-safety training website. It is the goal of the commissioners to assure that all county agencies, and especially first responders and code-enforcement officials, have an awareness of what hazard-mitigation strategies can be employed in new land-development projects and construction to mitigate the local natural and man-made hazards.
You are to propose a training plan utilizing 10 PowerPoint slides that includes the following components:
· Target audience
· Issues to be addressed
· Media type and format to be utilized
· Feedback/evaluation format for the training
· Implementation plan for the program
Directions:
· Your slide requirement is excluding your title, introduction, and reference slides.
· Use one basic slide design and layout.
· Limit slides to between 6 and 8 lines of content.
· You may use pictures, charts, and graphs to supplement your material as long as they do not take up the entire slide
· Use bullets for your main points.
· Use speaker notes to fully explain what is being discussed in the bullet points as though you are presenting to an audience, being sure to follow the Standard English (correct grammar, punctuation, etc.)
· Viewpoint and purpose should be clearly established and sustained
· Presentation should be well ordered, logical and unified, as well as original and insightful
· Your work should display superior content, organization, style, and mechanics
· Appropriate citation style should be followed
You should also make sure to:
· Use examples to support your discussion
· Cite all sources on a separate reference slide at the end of your PowerPoint and reference and cite within the body of the presentation using APA format and citation style. For more information on APA guidelines, visit Academic Tools.
HM510
Unit 2 DQ
Mitigation Planning
Mitigation planning to include funding is important to building a sustainable and hazard-resilient community. Given the three layers of governmental bureaucracy (federal, state, and local) do you believe the system is readily accessible? How do you think the process can be improved to make funding available sooner and ultimately increase the level of mitigation activity? What checks and balances should remain, and which could be removed? Share any personal experiences with the process.
Student #1: (Travis Reed)
Good morning Y’all
The funding process is among the key determinant factors for the success of any mitigation measure directed to a disaster of any nature (Smith & Vila, 2020). Without sufficient funds, the hazard mitigation strategies are rendered ineffective in restoring the status of the community following a disaster. While funding is a critical factor in hazard mitigation, it is also one area with multiple ch ...
An Unnatural Disaster The Aftermath Of Hurricane Katrina
Essay Writing Service
http://StudyHub.vip/An-Unnatural-Disaster--The-Aftermath-Of 👈
11112016 IS230.d Fundamentals of Emergency Management F.docx
11/11/2016 IS230.d Fundamentals of Emergency Management | FEMA Emergency Management Institute (EMI)
https://training.fema.gov/is/examform.aspx?id=230.d 1/7
Final Exam for: IS230.d: Fundamentals of Emergency Management
Privacy Act Statement (Public Law 93 579)
Each time that this test is loaded, you will receive a unique set of questions and answers. The test questions are
scrambled to protect the integrity of the exam.
Display All
1. Which of the following is NOT a key function of the Multiagency Coordination System?
A. Situation assessment
B. Interagency activities
C. Incident command
D. Critical resource planning
2. What capabilities focus on saving lives, protecting property and the environment, and
meeting basic human needs and begin when an incident is imminent or immediately after an
event occurs?
A. Readiness
B. Recovery
C. Rescue
D. Response
3. Which FEMA mitigation program assists in implementing longterm hazard mitigation
measures following Presidential disaster declarations?
A. Hazard Mitigation Grant Program (HMGP)
B. Repetitive Flood Claims (RFC)
C. Severe Repetitive Loss (SRL)
D. PreDisaster Mitigation (PDM)
4. The local emergency manager has the responsibility for coordinating emergency
management programs and activities. A local emergency manger is responsible for all of the
following activities EXCEPT FOR:
A. Managing resources before, during, and after a major emergency or disaster.
B. Identifying and analyzing the potential impacts of hazards that threaten the jurisdiction.
C. Developing an Incident Action Plan that specifies tactics for first responders
D. Coordinating the planning process and working cooperatively with response partners.
https://training.fema.gov/IS/privacystatement.aspx
https://training.fema.gov/emi.aspx
https://training.fema.gov/emi.aspx
11/11/2016 IS230.d Fundamentals of Emergency Management | FEMA Emergency Management Institute (EMI)
https://training.fema.gov/is/examform.aspx?id=230.d 2/7
5. _____ is responsible for coordinating Federal resources Federal resources that support
State, local, tribal, and territorial efforts when a Federal emergency or disaster is declared.
A. FEMA
B. Local government
C. Regional government
D. State government
6. Specific areas of authority and responsibilities for emergency management should be
clearly stated in local ordinances and laws. These ordinances and laws should specify a
specific line of succession for elected officials and require that departments of government
establish lines of succession.
A. TRUE
B. FALSE
7. Which of the following statements about the Stafford Act is correct? Under the Stafford
Act:
A. The Federal assistance available for major disasters is more limited than that which is available for
emergencies.
B. The types of incidents that may qualify as a major disaster are extremely broad.
C. The President may only declare a major disaster at the request of a Governor ...
5Hurricane Katrina was a seminal catastrophic event that exp.docx
5
Hurricane Katrina was a seminal catastrophic event that exposed a number of weaknesses in our disaster response and recovery capabilities for natural and man-made disasters. These weaknesses arose following 9/11, the reorganization of FEMA into the new DHS caused by 9/11, and the government focus on the terrorist threat. In this lesson, we learned that major catastrophes like Katrina require a disaster response and recovery capability that is both disciplined and agile. Recently, Hurricane Harvey, also a major Category 4 storm, impacted the Gulf Coast, not too far from where Hurricane Katrina made landfall.
How was the outcome of this hurricane response and recovery effort different from the outcome of Katrina? Based on what you have learned, would you have suggested anything about the response efforts be done differently?
must be at least 200 words.
6
The media is often a considerable factor in how the public views the relative success or failure of the disaster response to major catastrophes like Hurricane Katrina. Describe a time where you have seen the media cover a disaster in your community. It can be a smaller scale disasters, like a fire or weather damage. Do you think the media properly handled this disaster, or was it detrimental to the response and recovery efforts? What would you suggest that the media do differently in the future?
must be at least 200 words.
Essay
This involves the evolution of Federal Emergency Management from the formation of FEMA through the lessons learned from Hurricane Sandy. For this , compose an essay in which you do the following:
Discuss the formation of FEMA, then describe how the position of FEMA changed following the Post-Katrina Emergency Management Reform Act of 2006.
Discuss the intended and unintended outcomes that emerged following FEMA’s incorporation into DHS.
Describe how Hurricane Katrina swung the pendulum back towards natural disasters from a focus on terrorism following 9/11.
Describe the subsequent lessons learned and improvements made by the Post-Katrina Emergency Reform Act of 2006 and how they affected emergency response and recovery in Hurricane Sandy.
Discuss the changes in the process for Presidential Disaster Declarations due to the lessons learned from Hurricane Katrina.
Describe how FEMA works with local and state emergency management services and community stakeholders.
Identify improvements instituted by the Post-Katrina Emergency Reform Act of 2006 and how they affected emergency response and recovery in Hurricane Sandy.
should be four pages in length, not counting title page and reference page, and you must incorporate three sources into your assignment. sources must be cited and referenced in A&P format.
7
In a major catastrophe such as the Deepwater Horizon oil spill, describe what changes to “law, policy, and doctrine” you would recommend if you were a member of a Blue Ribbon Commission.
must be at least 200 words.
8
Discuss .
Format Guide forWriting Hazard Specific Plan
Format Guide for
Writing Hazard Specific Plan
Hazard Specific Plan
XXXXX Hazard Specific Plan2019
For Official Use Only. Portions of this document are confidential and exempt from disclosure pursuant to Florida Stat. §119.071(3). Do not copy or distribute without the express written permission of the Director of the
Palm Beach County Division of Emergency Management
Page 2 of 14
This page intentionally left blank
Promulgation Statement
Submitted herein is the Severe Weather Hazard Specific Plan, which serves as a hazards specific plan in support of the Palm Beach County Comprehensive Emergency Management Plan (CEMP). This Hazard Specific Plan supersedes any previous plan promulgated for this purpose. This plan establishes the framework defining the implementation and coordination of incident objectives in response to a severe weather event, i.e., thunderstorms, lightning, hailstorms, and straight-line winds. The two (2) Severe Weather Hazards drought and extreme heat each have their own hazard specific plan and should be sought under separate cover.
This plan has been developed in support of the Palm Beach County CEMP, following the guidance of the State of Florida Comprehensive Emergency Management Plan, the National Response Framework, and the National Incident Management System. The efficient and effective implementation of this plan is the responsibility of the Emergency Management Director or his/her designee. A program of review and evaluation of this plan is essential to its overall effectiveness.
This plan is hereby promulgated as of the sign date below.
_______________________________________________ __________________________
John Smith Date
Director
Division of Emergency Management
This page intentionally left blank
Table of Contents
Introduction 7
Purpose 7
Scope 7
Planning Assumptions 7
Authorities and References 7
Plan Maintenance 7
Preparedness (Hazard Identification) 7
Hazard Analysis (Primary Reference to the LMS) 8
Threat and Risk Analysis 8
Training and Exercise 8
Critical Facilities Statements 8
Response 8
Concept of Operations 9
Alerts, Notifications, and Protective Actions 9
Resource Management 9
Continuity of Government 9
Recovery 9
Short Term Recovery Issues 9
Long Term Recovery Issues 10
Mitigation 10
Record of Revisions 11
Acronyms 12
Attachments 14
This page intentionally left blank
Introduction
The Introduction contains the purpose, scope, planning assumptions, in addition to the authorities and References. This is in paragraph form, and should contain at least two-three sentences for each idea (purpose, scope) while it may have to have bulleted lists for the planning assumptions in addition to the authorities and references.
The planning assumptions should list those factors that are unique to this hazard. Possibly one should consider the nature and timing of the incident caused by the hazard, as well as those fou ...
City Of Capitola Hazard Mitigation 2010
LHMP overview for the City of Capitola. Intended for local government and public viewing. Researched and produced by Todd Mayer BS, MS.
Threat and Hazard Identification and Risk Assessment Guide.docx
Threat and Hazard Identification
and Risk Assessment Guide
Comprehensive Preparedness Guide (CPG) 201
Second Edition
August 2013
CPG 201: Threat and Hazard Identification and Risk Assessment Guide—Second Edition
T a b l e o f C o n t e n t s
Forward .......................................................................................................................... 1
Overview ........................................................................................................................ 1
THIRA Process.........................................................................................................................1
Relationship to Other Risk Assessments................................................................................2
Core Capabilities ......................................................................................................................2
National Preparedness System................................................................................................3
Whole Community Involvement .............................................................................................4
Updating Previous THIRAs ....................................................................................................5
Step 1: Identify the Threats and Hazards of Concern ................................................ 5
Types of Threats and Hazards ................................................................................................5
Sources of Threat and Hazard Information ..........................................................................6
Factors for Selecting Threats and Hazards ...........................................................................7
Step 1 Output............................................................................................................................8
Step 2: Give the Threats and Hazards Context ........................................................... 9
Context Description: Factors to Consider .............................................................................9
Examples of Context Descriptions ........................................................................................10
Step 2 Output..........................................................................................................................10
Step 3: Establish Capability Targets ......................................................................... 10
Impacts and Desired Outcomes ............................................................................................11
Developing Capability Targets .............................................................................................12
Example Capability Target ...................................................................................................14
Step 3 Output............................................................................ ...
Module 3 OverviewMitigation and PreparednessThe discipline of .docx
Module 3 Overview
Mitigation and Preparedness
The discipline of mitigation provides the means for reducing disaster impacts. Mitigation is defined as a sustained action to reduce or eliminate risk to people and property from hazards and their effects. Preparedness within the field of emergency management can be defined not only as a state of readiness to respond to a disaster, crisis or any other type of emergency situation, but also a theme throughout most aspects of emergency management. In this module, you will describe the variety of mitigation tools available to planners. You will understand the impediments to mitigation and other associated problems that exist. You will explain how the Federal Government and other agencies and organizations support mitigation. Different mitigation measures that are performed to address actual disaster risk will be addressed.
In addition, you will understand why preparedness is considered the “building block” of emergency management. The differences that exist between hazard mitigation and disaster preparedness will be discussed. Evaluation planning is important and will be focused upon in this module. The different emergency management exercise types will be identified. Training and equipment for first responders will be described. Lastly, you will learn how businesses and nongovernmental organizations prepare for emergencies.
Learning Objectives
Upon completion of this module, you should be able to:
4A
Explain why preparedness is considered the "building block" of emergency management.
6A
Explain why evacuation planning is important, and why special consideration must be made when planning for the disaster-related needs of certain vulnerable populations.
8A
Explain how the Federal Government and other agencies and organizations support mitigation.
3B
Describe the variety of mitigation tools available to planners.
4B
Describe how training and equipment helps first responders to prepare.
5B
Discuss the differences that exist between hazard mitigation and disaster preparedness.
10B
Describe the different emergency management exercise types and explain what each involves.
3C
Understand the impediments to mitigation and other associated problems that exist.
5C
Explain how businesses and nongovernmental organizations prepare for emergencies.
3D
Identify different mitigation measures performed to address actual disaster risk.
Module 3 Reading Assignment
Haddow, G., Bullock, J., & Coppola, D. (2011). Introduction to emergency management. Burlington: Elsevier. Chapters 3 and 4.
The Disciplines of Emergency Management: Mitigation
The discipline of mitigation provides the means for reducing disaster impacts. Mitigation is defined as a sustained action to reduce or eliminate risk to people and property from hazards and their effects. The body of knowledge and applications in the area of mitigation are still evolving, but many successes have been achieved. Additionally, many of the successfu ...
OECD Workshop “Approaches to reducing and managing the risk of losses and dam...
Presentation from the OECD Workshop “Approaches to reducing and managing the risk of losses and damages from climate change” (15 April 2021) - Session 2, Laura Schäfer, Senior Advisor, Climate Risk Management, Germanwatch
Smarter CitiesThought Leadership White Paper21st centu.docx
Smarter Cities
Thought Leadership White Paper
21st century emergency
management
21st century emergency management2
Contents
2 How did we get here?
4 Legacy-induced challenges
5 21st century emergency management
6 Implementing an emergency management technology
solution
7 Why IBM?
In the late summer months, a tropical depression forms over
warm ocean waters. Meteorologists track the system as it
increases in both size and intensity, becoming first a tropical
storm and then a hurricane. Forecasters and computer models
agree the new storm will likely make landfall over a major
population center. As the hurricane strengthens, emergency
management personnel prepare for what they fear will become
headline news. Public agencies and private organizations
throughout the region begin executing their respective
emergency plans.
Meanwhile, on the other side of the country a lone actor
executes a carefully designed plan for public violence. Unlike
with the brewing storm, emergency management personnel have
no advance warning and must immediately assess the situation
and activate plans designed to prevent loss of life.
In both scenarios, response plans are in full motion. While the
various regional agencies and organizations in each area have
planned for these types of events, these groups still struggle to
coordinate a comprehensive response. Plan execution revealed
areas where interagency activities were not working together
cohesively. It also showed where their respective preparedness
and response plans overlap—and information-sharing challenges
made real-time adjustments difficult at best.
How did we get here?
Around the world, incidents similar to these occur every day.
Yet in event after event, emergency management (EM) personnel
struggle to overcome institutional inertia that can impede an
integrated response to fully-anticipated events as well as the
challenges posed by unanticipated events. The reason is the
historical evolution of emergency management.
Traditionally, emergency management as a practice was focused
on disaster response. Only minimal EM resources were allocated
to planning and preparing for an emergency, recovering and
rebuilding from an emergency, or even ongoing activities that
might reduce the impact or duration of an emergency event.
This was because the discipline of emergency management
originated from developing appropriate responses to wars
and other externally-initiated attacks. In addition, early disaster
research was almost exclusively supported by the US military.
As the Cold War waned, the EM focus shifted from traditional
military threats and broadened to include both natural and
manmade events. In 1979, a more formalized, civil-based
approach was initiated with the formation of US Federal
Emergency Management Agency (FEMA) and the associated
EM workforce that included regional and local officials in
addition to military personnel.
At the same time this ne.
Disaster Declaration, Part 2 Instructions!!!Explore the resour.docx
Disaster Declaration, Part 2 Instructions!!!
Explore the resources within the Preparedness (Non-Disaster) Grants section on the Federal Emergency Management Agency (FEMA) website.
Imagine the disaster declaration request you submitted in Week Four has been denied. (this letter/Assignment is on the next page below, please review and write paper based off the letter assignment below)
Select one of the following scenarios.
1. The president has denied your request for a Major Disaster Declaration stating that the letter and backup documentation failed to prove that the state meets the threshold for damage that is required to grant a disaster declaration request. There are rumors that the Republican president has been in a political battle with your Democratic governor and congressional representatives.
2. The president has denied your request for a Major Disaster Declaration because the FEMA regional administrator's summary and recommendation stated that there were multiple discrepancies between what your agency reported as "destroyed" and "major damage" homes and what the FEMA Preliminary Damage Assessments (PDA) are reporting.
3. The president has denied your request for a Major Disaster Declaration because the government's analysis of the disaster indicates that dealing with the disaster is within the capabilities of the state. Although you stated you needed additional resources and you could not handle it, the government feels you can.
Write a 700- to 1,050-word paper that addresses the following in the context of the scenario selected:
· Analyze ethical challenges as they relate to emergency management funding.
· Why are there discrepancies in the report? What may have caused this error and how can the issue be corrected?
· Analyze emerging political and policy changes in relation to a current event.
· What can you do to get the declaration approved? What are the issues, or potential issues, that must be addressed or overcome?
· What can you do to prove your point to gain approval? What is within your capabilities as an emergency manager? Should you appeal the decision?
· Analyze the purpose of the Stafford Act in relation to government responsibilities.
Cite 3 peer-reviewed, scholarly, or similar references to support your paper.
Format your paper according to APA guidelines
Assignment must be written based off this letter here!
Dear Mr. President,
Under the provision of section 401 of the Robert T. Stafford disaster relief and emergency assistance act, 42 U.S.C. 5121 -5207 (Stafford Act), and the implemented by 44 CFT 206.36, I respectfully request you to declare s major disaster authorizing the full suite of individual, public and temporary housing assistance as well as necessary administrative and disaster management expenses, for the state of Florida as a result of the Hurricane Katrina that struck Florida on august 23, 2005.
Due to the scope of the hurricane damage and the associated efforts, the commission tasked with respon.
Similar to Instructions are listed below. Document needed for power poin.docx (20)
HM510Week2 AssignmentAs the assistant director of emergency
HM510Week2 AssignmentAs the assistant director of emergency
An Unnatural Disaster The Aftermath Of Hurricane Katrina
An Unnatural Disaster The Aftermath Of Hurricane Katrina
11112016 IS230.d Fundamentals of Emergency Management F.docx
11112016 IS230.d Fundamentals of Emergency Management F.docx
Adaptation finance: needs, enablers and losses and damages
Adaptation finance: needs, enablers and losses and damages
5Hurricane Katrina was a seminal catastrophic event that exp.docx
5Hurricane Katrina was a seminal catastrophic event that exp.docx
CCXG Forum, March 2023, Angela Patricia Rivera Galvis
CCXG Forum, March 2023, Angela Patricia Rivera Galvis
Threat and Hazard Identification and Risk Assessment Guide.docx
Threat and Hazard Identification and Risk Assessment Guide.docx
Disaster Readiness and Risk Reduction Quarter 3 Week 2
Disaster Readiness and Risk Reduction Quarter 3 Week 2
Module 3 OverviewMitigation and PreparednessThe discipline of .docx
Module 3 OverviewMitigation and PreparednessThe discipline of .docx
OECD Workshop “Approaches to reducing and managing the risk of losses and dam...
OECD Workshop “Approaches to reducing and managing the risk of losses and dam...
Smarter CitiesThought Leadership White Paper21st centu.docx
Smarter CitiesThought Leadership White Paper21st centu.docx
Disaster Declaration, Part 2 Instructions!!!Explore the resour.docx
Disaster Declaration, Part 2 Instructions!!!Explore the resour.docx
More from lanagore871
·The pamphlet should contain the following·Content and la.docx
·
The pamphlet should contain the following:
·
Content and language that targets a lay audience. All terms should be explained and diagrams and graphics should be provided to clarify concepts and ideas.
·
A brief description of the disease, including its symptoms and signs
·
Explanation of the effects of the disease on healthy body function including cellular, tissue, organ and organ system levels
·
Risk factors contributing to the onset of the disease
·
Description of preventive steps to avoid the disease (if avoidable)
·
Available diagnostic and therapeutic tools
·
Outcomes of the disease (such as prognosis or recovery potential)
·
Information about how a person suffering from the disease can maintain a desirable quality of life, minimize or slow the progress of the disease
Create an informative pamphlet about the chosen chronic or preventable disease for a non-scientific community. Ideally, the pamphlet should be in the form of a
six-page pamphlet.
·
Format of the pamphlet
·
Single-spaced
·
Tri-fold
·
All content written in your own words
·
Reference citations included in APA format (not part of the tri-fold; should be provided on a separate page)
At a minimum,
your pamphlet should contain the following required elements:
·
Introductory paragraph describing your subject and its importance
·
Body of the pamphlet
·
o
Addresses signs, symptoms
o
Explains effects of the disease on healthy body functions, and relates this to signs and symptoms
o
Analyzes risk factors and preventive steps
o
Describes maintenance of quality of life
o
Discusses diagnostic and therapeutic tools
o
Explains expected outcomes and prognosis
o
Describes current areas of research into prevention, treatment or cure
o
Describes possible future areas of research into prevention, treatment or cure
·
References
·
Conclusion - summary of your findings
List all references at the end of your pamphlet. You must use at least five references from credible, scientifically rigorous sources and cite them using American Psychological Association (APA) style. Two or more references should be from the UMUC Library. The references cited should be no older than seven years (published 2004 - 2011). References should be listed on a separate page that does not count toward the required length of the paper.
.
·Quantitative Data Analysis StatisticsIntroductionUnd.docx
·
Quantitative Data Analysis: Statistics
Introduction
Understanding the use of basic statistical strategies is part of being a critical consumer of published research literature. Unless they plan to conduct research themselves, it is not as important for counselors to understand the mathematical calculations of the statistical techniques as it is to be able to recognize the names of the common ones and what kind of information they provide. There are several commercially-available software packages for analyzing quantitative data, one of which is described in detail in Chapter 14 of
Counseling Research: Quantitative, Qualitative, and Mixed Methods
.
Descriptive and Inferential Statistics
In quantitative studies, statistical techniques are used for data analysis. The two main categories of statistics are descriptive and inferential. Descriptive statistics are used to summarize the data. Some common descriptive statistics are the measures of central tendency: the mean, median, and mode. They provide information about where the middle is in distribution of scores. On the normal distribution, the mean, median, and mode are the same. Distributions are said to be skewed when extreme scores draw the mean away from the middle of the distribution. Measures of variability, such as the range, variance, and standard deviation, provide information about how widely a distribution of scores is dispersed (Erford, 2015, p. 250). The standard deviation is a measure of how the scores cluster around the mean. The greater the standard deviation, the greater the spread of scores.
Toggle DrawerHide Full Introduction
Inferential statistics are used to make inferences from the sample to the population. All inferential statistical procedures are based on probability theory. They are used to test hypotheses. Three commonly used inferential statistics are chi square, t-test, and analysis of variance (ANOVA). Chi square is used with nominal data to determine if the observed expected frequency differs significantly from the expected frequency. A t-test is used to determine whether there is a statistically significant difference between the means of two groups. ANOVA is used to determine whether there is a statistically significant difference between the means of three or more groups.
Statistical Significance
When a quantitative study tests a hypothesis, it is technically the null hypothesis being tested. The null hypothesis says there is no difference between the groups, or relationship between the variables (depending on the research design). If the statistical procedure indicates there is statistical significance, the null hypothesis is rejected, meaning that the probability is high that there really is a group difference or strong relationship between the variables.
Rejecting the null hypothesis is not equivalent to proving the research or alternative hypothesis. Researchers can embrace the research hypothesis as one plausible explanation, but because only .
·The health communication plan should be expounded upon to resul.docx
·
The health communication plan should be expounded upon to result in a
3 – 4 page paper
using APA format. The criteria for grading will be the student’s ability to demonstrate: (1) critical thinking, (2) precision in stating the topic, (3) originality, (4) breadth and depth of the subject, (5) grammar and (6) punctuation.
The criteria for grading will be weighted as follows: 80% contents and 20% mechanics.
.
·ResearchEach student will select a medical disorder or c.docx
·
Research
:
Each student will select a medical disorder or chromosome abnormality to present to the class by developing a fact sheet.
The student will also share information will be presented in the form of fact sheet that students can keep for later reference.
The following information will be covered in the fact sheet and presented to the class:
DUE PER SIGNUP SHEET
·
Name of the disorder
·
How is it diagnosed and who does the diagnosis
·
Major body systems affected and how development is affected (cover all developmental domains)
·
Implications for care of the child in the home and school (what medical issues may arise in the classroom)
What would need to be included in an Individual Health Care Plan
·
Educational implications (what areas of the curriculum might be impacted), what interventions are beneficial?
·
What modifications to the curriculum and classroom environment
may be needed as well as assistive technology/related services that may be included in the IEP or IFSP
·
Contacts in the local community for family support/ medical assistance and assistive technology devices and at least 5 web sites or internet resources
(these should not be the same as the community resources list) that can be used for future reference.
The community contacts must be local.
Depending upon what disorder you choose, the fact sheet will be anywhere between 3-4 pages.
Refer to the attachment to the syllabus for possible topics, you can also choose
a topic you might be interested in, just check with me first to make sure you will be able to access enough information.
You should use at least 3-5 credible resources, they must be peer reviewed to gather information about the disorder.
Do not use your text book.
Cite those in the fact sheet that you prepare using APA style citation.
DO NOT CUT AND PASTE FROM OTHER SITES.
.
·IntroductionQuantitative research methodology uses a dedu.docx
·
Introduction
Quantitative research methodology uses a deductive reasoning process (Erford, 2015, p. 5). It is based on philosophical assumptions that are very different from those that support qualitative research. Quantitative studies fall under what is broadly described as a positivist perspective. Epistemologically, knowledge is something that is believed to be objective and measurable, and the nature of reality (that is, ontology) is such that there is one fixed, observable, and definable reality. Quantitative approaches to research emphasize the objectivity of the researcher, and because a goal is to uncover the one true reality, values (axiological assumptions) and the subjective nature of experience are not likely to be examined.
Quantitative Research Designs
Quantitative research can be categorized in different ways. Brief descriptions of some designs appear below. The chosen research design is determined by the nature of the inquiry, that is, what the researcher wants to learn by conducting the study.
Counseling Research: Quantitative, Qualitative, and Mixed Methods
thoroughly describes several major reseach.
Experimental Research
Experimental research, one of the quantitative designs, involves random selection and random assignment of subjects to two or more groups over which the researcher has control. This is what distinguishes experimental studies from the other designs. Experimental studies in counseling are not that common, because many research questions do not lend themselves to random selection and assignment for ethical reasons. Experimental studies compare the effect of one or more independent variables on one or more dependent variables. Independent variables fall into two broad categories. One type of independent variable involves measuring some characteristic inherent in the study's participants, such as their age, gender, IQ, personality traits, income, or education level. These demographic or blocking variables are not something which the researcher can manipulate, though the researcher can statistically control for them. The treatment or experimental conditions that the researcher sets up is the other type of independent variable, which is unique to experimental designs. The element of control is what permits researchers to conclude that one variable has caused a change in another variable.
Quasi-Experimental Research
Quasi-experimental research designs come in many different forms. Like experimental research, the researcher aims to compare the effect of the independent variable under their control on the dependent variable. However, the researcher does not or cannot randomly assign individual participants to treatment and control groups, so cause-and-effect relationships cannot be as strongly inferred from the results. Pre-existing conditions of one group in comparison to the other may confound the findings. An example might be a study to examine the potential effects of a new curriculum aimed at reducin.
·Response GuidelinesReply to the posts of two peers in thi.docx
·
Response Guidelines
Reply to the posts of two peers in this discussion. Share any professional or personal insights you may have that are related to your peer's research problem. Comment on how it might benefit you as a counselor if research on your peer's research problem were conducted.
First Peer’s Post
Since, Trauma Focused- Cognitive Behavioral Therapy or TF-CBT has been found to be very successful with children and adolescents why hasn't there been much if any research done to see if it would be effective for adults as well? TF-CBT is an evidence based program that addresses childhood symptoms of PTSD
(
Sigel
, Benton, Lynch, & Kramer, 2013)
. Research has shown that TF-CBT it has as "well-established" efficacy and in a recent study it was the only treatment to be given the highest rating in all reviews
(Sigel, Benton, Lynch, & Kramer, 2013)
. Having used the treatment method myself with a client during my internship I've seen the effectiveness first hand on how it can impact a client in a positive manner. While the treatment was made with children in mind, it brings up the question of why it hasn't been tweaked in a way that it might benefit an adult as well.
What's great about TF-CBT is it's almost like a bunch of different treatments all wrapped up into one. Each treatment is essentially put into a unit or section that the counselor and client will work on. Some of the sections include psycho education, stress management, cognitive coping, etc.. Stress management, in my opinion, is probably one of the most important sections to go over with the client. If the client doesn't know how to deal with their stress than the rest of the treatment will be for naught because the client won't be able to control their stress. The stress management section focuses on teaching the cl controlled breathing, thought stopping and relaxation techniques.
A mind-body skills program was made in Gaza to essentially determine how effective these things were for people's overall quality of life in people with PTSD, depression, and anxiety
(Gordon, Staples, He, & Atti, 2016)
. They did a 10 session mind-body skills group that included meditation, guided imagery, breathing techniques, autogenic training, biofeedback, genograms, and self-expression through words, drawings, and movement
(Gordon, Staples, He, & Atti, 2016)
.
At the end of the program they found a significant improvement in overall quality of life in the clients that participated in the program, and at a 10 month follow-up the improvements were fully maintained
(Gordon, Staples, He, & Atti, 2016)
. This shows that one of the major parts of treatment in TF-CBT can be effective and makes me wonder even more if more research was done could an adult-version of TF-CBT be made and implemented while still be as effective and successful as the child/adolescent version
Resources:
Gordon, J. S., Staples, J. K., He, D. Y., & Atti, J. A. (2016). Mind–body skills groups for posttr.
·Read Side Trip” #2 (page 183) and discuss what forms of in.docx
·
Read “Side Trip”
#2 (page 183)
and discuss what forms of intercultural praxis with interactions between the French-speaking and English- speaking Quebec/ Canadian cultures?
·
Side Trip
#3 (page 211)
The Amish culture is known to resist the “English” culture of the outside world. Both seem to manage quite well. Identify the Amish approach to managing conflict.
·
Pendulum Principle and Transaction Principle (include these principles in
each
answer)
Transaction Principle: intercultural communication is a process whereby people from different cultures move within a negotiation zone from postiions to interests, in search of an acceptance resolution.
Pendulum Principle: intercultural communication is an ongoing and interactive process that simultaneously connects and keeps apart people from different cultures, producing multiple voices.
Reading materials are attached, 500 words, due in 12 hours.
.
·Logical mathematical·Linguistic ·Musical·.docx
·
Logical mathematical
·
Linguistic
·
Musical
·
Spatial
·
Bodily kinesthetic
·
Interpersonal
·
Intrapersonal
Think about how you would test these dimensions of intelligence. For this assignment, assume that you are going to test intelligence of people of two differing cultures.
·
Choose three of the above dimensions of intelligence to measure. Describe each type of intelligence.
·
Describe the two cultures you have chosen. What type of intelligence does each culture favor?
What does it mean to be intelligent in each culture? What is the history of each culture? What is the environment like? Provide approximately half a page of description for each culture.
·
Describe how you would test these different dimensions of intelligence in each culture. Do you need to test differently? Why?
·
Discuss theories of intelligence and how they account for cultural differences.
Paper should be 4-6 pages in length, formatted as per APA sixth edition guidelines.
APA paper template attached.
.
·Response GuidelinesReply to the posts of two peer.docx
·
Response Guidelines
Reply to the posts of two peers in this discussion. You may want to share insights you have related to your peer's application of research concepts, or ask a clarifying question. You may choose to comment on how the article presented by your peer is relevant to your own professional interests. Each peer response need to have at least two references.
1
st
Peer posting
Chang et al. (2016) conducted a study to determine if there was an answer to the contradicting study results regarding the brain activity in schizophrenics and their siblings. Earlier research has given mixed results stating that schizophrenics have excessive brain activity and others show that they have incoherent activity. The same mixed results showed up in research on siblings of schizophrenics. This study used amplitudes of low-frequency fluctuations (ALFF) as well as regional homogeneity (Reho). The used the ALFF and Reho to track the intensity as well as any synchronization of local spontaneous neuronal activity among three groups of participants (Chang et al., 2016).
Repovs and Barch (2012) conducted a study using a similar research design but instead they were looking for how functional connectivity may differ in schizophrenics when there is no cognitive task involved, a light cognitive task, and then a more demanding cognitive task. The study used participants who were diagnosed with schizophrenia and their siblings, and health individuals and their siblings. These four different groups helped to determine if there was any difference between a sibling of an individual with schizophrenia compared to siblings that were not impaired. The study focused on the working memory of the individuals. fMRI scans were used as well as other basic imaging and recall memory assessment activities (Repovs & Barch, 2012).
The study conducted by Chang et al. (2016) was using reliable testing techniques in regards to the neuronal activity that was tracked. The sample size was not very large but did have the randomized factor by comparing the results to not one but two variables (siblings and non-related healthy individuals). Had the sample size been larger the results could likely be more generalizable. The participants were gathered using participants from a other studies the researchers had done. There were 27 participants who were diagnosed with schizophrenia, 27 non effected siblings, and 27 healthy unrelated participants. The research design was used to map the activity in the brain of all three groups in different circumstances so they could compare the results to find any commonalities or clear differences. This method of research helped to determine if there was any validity to the claims of either excessive brain activity or incoherent activity in schizophrenics and their siblings. This study seems to be a quasi-experimental study since it has a group used for comparison but it does not use random assignment (Sherperis, Young & .
·Identify the pathophysiological mechanisms of inflammatory bowe.docx
·
Identify the pathophysiological mechanisms of inflammatory bowel disease and irritable bowel syndrome. Think about similarities and differences between the disorders.
·
Consider common treatments for inflammatory bowel disease and irritable bowel syndrome. Reflect on whether treatments for one disorder would work for the other disorder.
·
Select one of the following patient factors: genetics, gender, ethnicity, age, or behavior. Reflect on how the factor you selected might impact the pathophysiology of and treatments for each disorder.
.
·From the e-Activity, analyze the basis for classifying courts i.docx
·
From the e-Activity, analyze the basis for classifying courts into jurisdictions, and differentiate between the key elements of courts of limited jurisdictions and courts of general jurisdictions. Describe a court of general jurisdiction in (Memphis, Tennessee) in which you mention two (2) types of cases that it can hear. Provide a rationale for your response.
·
Imagine that you are a new judge of a court in (Memphis, Tennessee) with limited jurisdiction. Determine three (3) kinds of cases that you believe you will be receiving as part of the caseload for your court. Provide specific examples of your chosen case types to support your rationale.
.
·Discuss the last three decades (1978- present) of China rapid.docx
·
Discuss the last three decades (1978- present) of China rapid economic expansion cycle (socialism market economy)
·
Outline the period after 2013, the change of new leadership (handover of president XU to XI)
·
Describe the
main features
of new normal in China and the
opportunities and challenges with leadership under Xi.
·
Consider challenges such as
the steep decline in GDP growth rate to one digit growth
,
potentially destabilise the country
,
risk for financial health
,
debt repudiation
,
over- capacity in SOE’s production
,
misuse of resources
,
environmental pollution
,
middle income trap
etc.
·
Explain the efforts of the government to reform the system. These include consumerism (demand pull), innovation, urbanization, accelerate to service industries, environment protection, diffuse bubble… slow but steadier growth strategies and change of engine not nearly change of gear
·
Elaborate the action plans: increase individualized and diversified consumer demand, increase investment in new and innovative technologies, import of high -tech products, promote services, green technologies de-leverage and burst bubbles and control over capacity…
·
Conclusions
.
·Develop a webinar presentation for staff personnel to support t.docx
·
Develop a webinar presentation for staff personnel to support the implementation and use of the new telehealth technology. Create 10–15 slides to support your presentation, including a title slide and a references slide. Cite 3–5 sources of scholarly or professional evidence.
·
List your sources on the references slide at the end of your presentation.
.
·Describe the clinical presentation of chronic kidney disease..docx
·
Describe the clinical presentation of chronic kidney disease.
·
·
Explain how you might diagnose a patient with chronic kidney disease including the role that patient history, physical exams, and diagnostics play in diagnosis.
·
Explain implications of potential treatment options for this disease including prescribed drugs.
·
Describe how patient factors (
genetics, gender, ethnicity, age, and behavior)
might impact the diagnosis and treatment of patients with chronic kidney disease.
.
·Assignment 1 Implications of Health Economic Concepts for Heal.docx
·
Assignment 1: Implications of Health Economic Concepts for Healthcare
Select at least five (5) economic concepts covered in the first four weeks’ readings, and discuss the primary manner in which these concepts impact the world of health care economics. Some examples of selected concepts are health demand and supply, elasticity, resources, health measures, and costs.
Write a four to six (4-6) page paper in which you:
Assess the value of healthcare professionals and decision makers understanding the discipline of health economics.
Defend or critique the importance of considering the complex nature of health and healthcare when examining the economic principles related to healthcare delivery.
Analyze the primary potential benefits of learning about health economics related to government involvement in healthcare economics, financing, and delivery.
Analyze the main potential benefits of learning about health economics related to private sector government involvement in healthcare economics, financing, and delivery.
Use at least five (5) current references. Three of these references must be from current peer-reviewed sources to support and substantiate your comments and perspectives.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
.
·Analyze the current uses of HTTP and HTTPS, and predict the fut.docx
·
Analyze the current uses of HTTP and HTTPS, and predict the future outlook for both protocols. Describe any foreseen changes in the frequency or way each protocol is used.
·
Identify the various uses for HTTP and HTTPS, and justify the use of one over the other. Include two examples to demonstrate the use of each protocol.
.
Wrrite 3 pages about shakespearePlease write it as s.docx
Wrrite 3 pages about shakespeare:
Please write it as simple as you can, so I can read it. Simple vocap
1.
Who is this person? (Name, photo, birth/death dates)
2.
Why is this person a noted literary figure? What they are noted for?
3.
Provide a short biography of the person’s life a little about the person’s biography,
4.
What has s/he has written?
5.
How have these works contributed to literary history?
6.
Provide a short video of the author reading or a video on their work (no more than 3 minutes).
7.
Provide a list of their major works and any major films/shows made from them.
8.
Provide appropriate reference from at least four academic sources and bring in at least three of their books or books in which they are noted.
.
What do the four parts of the Christian Biblical Narrative (i.e.,.docx
What do the four parts of the Christian Biblical Narrative (i.e., creation, fall, redemption, and restoration) say about the nature of God and of reality in relation to the reality of sickness and disease? From where would one find comfort and hope in the light of illness according to this narrative? Explain in detail each part of the narrative above and analyze the implications.
.
Week 3 - News StorySeeing is BelievingWhile we can easily bec.docx
Week 3 - News Story
Seeing is Believing
While we can easily become engaged in a print news story that is well-written and tailored for a specific audience, the ability of television to “show us” the news is something that has given it the edge over print news media for decades. Traditional radio also provides us with the “storytelling” aspect where we may find ourselves sitting in the car hanging on to every word of a great news story. This week, you will write a broadcast script for a television news story and for a radio news story. The television script and the radio script will both be designed for the delivery of a story that is 5 minutes in length.
Topic and Sources of Information:
The issue that you choose to write about must be current and have some relevance for your local community, city, and/or state. You must derive the information for this story from
print media only
. You will need to read several print publications for mention of the story and take notes of the facts of the story from several national publications.
For this assignment you must:
Adhere to the
Broadcast Script Template
Summarize facts and/or statistics that are relevant to the story
Develop the story for the local audience
Compare two opposing opinions about the topic
Provide proper attribution for all sources of information included (facts, statistics, images/video, and opinions).
Incorporate at least three visual elements to enhance the television story
Incorporate at least three indirect quotes (citing other sources) to enhance the radio story
A list of each of the sources must be included using the
Media News Source Template
Saving Your Work:
To maintain the formatting of your work, you are strongly encouraged to save your assignment as a PDF file. View
Saving a Word Document as a PDF
for steps on how to do this.
Check it!
Your print news stories must be submitted through Grammarly and Turnitin prior to submission.
Carefully review the
Grading Rubric
for the criteria that will be used to evaluate your assignment.
TEMPLET
Television Broadcast Story Script
Broadcast Network:
WTTM
Program Title:
The Farm Report
Name:
Teresa Taylor Moore
Topic:
Common Core
Time:
2 minutes
TIME
VISUAL ELEMENT
AUDIO
Inthis column, insertnumberofsecondsor minutes for each vision/audio portion of the story.
Inthis column,describe the images (piecesofvideo) thatbest representtheaudio onthe right handside. You will indicate whether they are graphics, video, of if you will be onscreen delivering the story. Remember that everything
here must align to the time frame on the left and the audio on the right. Each visual element should be included in a separate gray area of the template.
Inthis column you will adapt the written story to be broadcast. Keep in mind that some of the language will need to be modified from the written story to go with the visual elements that come along with video and to fit the time frame. If there will be audio that goes .
The paper must following the formatting guidelines in The Pub.docx
The paper must following the formatting guidelines in The Publication Manual of the American Psychological Association (2010), (6th ed., 7th printing), and contain a title page, five scholarly references, three to five pages of content, and a reference page
NOTE:- TO GET GOOD GRADE I NEED THIS THINGS PLEASE WORK ON IT
Knowledge of Content
·
Work /participation stands-out as exemplary and is accurately detailed
·
Skill in gathering, storing & retrieving data is highly evolved
·
Uses a thorough # of ref(s) and integrates them clearly and concisely. Provides links for the references
Critical Thinking
·
Integration of information is well analyzed, interpreted, and documented to meet research objectives
·
Graphically defines other systems or subsystems and can accurately identify relationships
·
Sentences are clear and well-constructed - Evidence of variety in format, length, and complexity
WRITTEN
·
No spelling, punctuation, and/or grammatical errors are readily apparent
·
No APA errors are readily apparent
.
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