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.
Boosing Resilience Through Innovative Risk Governance - OECD ReportOECD Governance
OECD publication identifies measures to minimise economic and social damage and help economies recover rapidly after a disaster. It proposes a fundamental shift in risk governance, whereby risk management actors are encouraged, through appropriate incentives, to help boost resilience, rather than rely on government for post-disaster assistance. Further information available at www.oecd.org/gov/risk/boosting-resilience-through-innovative-risk-management.htm
ERM 1200 Introduction to Emergency ManagementModule 2 ChapterTanaMaeskm
ERM 1200 Introduction to Emergency Management
Module 2: Chapters 7, 8, and 9
Course Description
ERM 1200 Introduction to Emergency Management provides an overview of the history and current status of the emergency management discipline. Topics include an introduction to areas of emergency management responsibility including risk assessment, mitigation, preparedness, communications, response and recovery.
1
DIAGRAM OF MAJOR COURSE CONCEPTS*
*United States Federal Emergency Information Management (2015). National preparedness cycle. Retrieved on March 30, 2015 from http://www.fema.gov/national-preparedness-cycle.
Diagram of Major Course Concepts
United States Federal Emergency Information Management (2015). National preparedness cycle. Retrieved on March 30, 2015 from http://www.fema.gov/national-preparedness-cycle.
2
How to prepare
Tips for preparing for the material in this module
Read the chapters before listening to the lecture.
This course relies heavily on content from the federal emergency management agency emergency management institute and the community emergency response team in your area.
If you haven’t done so already: Go to the federal emergency management agency website and register as a student in independent studies. You will then receive a student identification number, which will be important. If you cannot obtain a student ID, inform your instructor. You will need a student identification number in order to take the final exam for this course. Link: http://www.Training.Fema.Gov/is/courseoverview.Aspx?Code=is-230.D
Read the FEMA course “IS-230.D: Fundamentals of Emergency Management” overview.
How to Prepare
Tips for preparing for the material in this module
Read the chapters before listening to the lecture.
This course relies heavily on content from the federal emergency management agency emergency management institute and the community emergency response team in your area.
Go to the federal emergency management agency website and register as a student in independent studies. You will then receive a student identification number, which will be important. If you cannot obtain a student ID, inform your instructor. You will need a student identification number in order to take the final exam for this course. Link: http://www.Training.Fema.Gov/is/courseoverview.Aspx?Code=is-230.D
Read the FEMA course “IS-230.D: Fundamentals of Emergency Management” overview.
3
Module 2 At A Glance: Chapters 7, 8, 9
Chapter 7: Disaster Planning
Chapter 8: Disaster Response
Chapter 9: Disaster Recovery
Module 2 At A Glance
Chapter 7: Disaster Planning
Chapter 8: Disaster Response
Chapter 9: Disaster Recovery
4
Chapter 7 Learning Objectives:
Understand that disaster planning serves as a central means to enhance all levels of preparedness.
Explain why disaster planning is a process, not just completing a piece of paper.
Outline critical steps involved in family and household disaster planning.
Describe fundamental steps ...
Introduce your presentation here. 1Use the design .docxnormanibarber20063
Introduce your presentation here.
1
Use the design tab to find a subtle background. Use a font color that is easily read against
the background color. Use the new slide feature on the home tab to insert a new slide.
Choose the type of slide that is needed. The most common slides are the Title Content and
the Two Content. They will automatically include the heading and the section for the
bullets.
2
Be sure to use a heading that explains what is contained on the slide. Use the same font
sizes throughout the presentation. If you use 48 pt. font for this heading, use it for all of the
headings. The same goes for the bullet points.
3
The details of the presentation will appear in the notes section. This is where the narrative
of the live presentation would be if you were going to present this to an audience. Be sure
to explain what is included on the slide. Place in-text citations in the notes if source
information is used (Sample, 2016).
4
Most presentations should include graphics of some kind. These can include images,
graphs, charts, or SmartArt.
5
SmartArt Images can be used to show different types of information. SmartArt can be
found on the Insert tab. There are various styles of graphics that display information in
different ways.
6
Include references on a separate slide. The font on this slide can be smaller to fit the
references. This font is 24 pt.
7
1
If you would like to add your script or additional information in the notes section, you can
add it here. Make sure to include citations for any outside material (Howard, n.d.).
2
3
4
5
PowerPoint BasicsAPA for Power Point
MSE 6301, Risk Management 1
Course Learning Outcomes for Unit III
Upon completion of this unit, students should be able to:
2. Examine the risk that disasters present to the community and responders.
2.1 Determine a community's vulnerability for a disaster.
3. Assess emergency planning strategies aimed to reduce risk.
3.1 Determine methods for gathering local, state, and federal officials together for planning
purposes.
3.2 Discuss the integration of a recovery operations plan into the main part of an emergency
operations plan.
3.3 Identify mitigation strategies that can address risk reduction in your community.
Course/Unit
Learning Outcomes
Learning Activity
2.1
Unit Lesson
Chapter 4
Unit III PowerPoint Presentation
3.1
Unit Lesson
Chapter 4
Unit III PowerPoint Presentation
3.2
Unit Lesson
Chapter 4
Unit III PowerPoint Presentation
3.3
Unit Lesson
Chapter 4
Unit III PowerPoint Presentation
Reading Assignment
Chapter 4: Disaster Response and Recovery
Unit Lesson
Major disasters often lead to positive outcomes for emergency management and lessons learned from
decision making that took place during the disaster. Failures in response and recovery efforts in disasters
such as Hurricane Katrina and some of the past California wildfires lead to.
SourcesInequality and the American Dream.” The Economist.com, .docxwilliame8
Sources:
“Inequality and the American Dream.” The Economist.com, 15 Jun 2016, www.economist.com/leaders/2006/06/15/inequality-and-the-american-dream.
Kornbulh, Karen. “Win-Win Flexibility: A Policy Proposal.” NewAmerican.org, New America Foundation, June 2005,
www.newamerica.org/documents/356/win-win-flexibility-a-policy-proposal.
Suroowiecki, James. “A Fair Days Wage.” NewYorker.com¸ 9 Feb. 2015, www.newyorker.com/magazine/2015/02/09/fair-days-wage.
Prompt
The Economist editorial discusses the general trend in America of increasing economic inequality and its relationship to the American Dream of making it big, ending with suggestions for government safety-net programs. The Kornbluh and Surowiecki essays also note increasing inequality and propose or argue for specific policies on the part of companies to aid in the lives of their employees.
Basing your response on the readings, answer the following question: To what extent do you think that employers or the government should intervene to improve the lives of ordinary Americans? Which of the proposed remedies do you think will have the most positive effects on people and best address economic inequality? What other consequences might any of these remedies have? You may also argue for a different proposal after first arguing against the ones proposed in the readings. Be sure that your resulting essay includes and addresses ideas from all three of the sources and cites them appropriately.
Follow these guidelines below in completing your response
1) Write on regular notebook paper. Your instructor will inform you how to format the exam in terms of where to place your MSU ID number and course section number.
2) Strive to produce a 400- to 500-word response.
3) Write on one side of the paper and skip every other line.
4) Write in ink only. Should you need to make changes in your draft, draw two or three lines through any changes/deletions you wish to make. Arrows indicating insertions are acceptable provided their path is easy to follow.
5) Demonstrate your understanding of MLA citation form by using in-text citations (Number the pages “1” and “2” to indicate the front and back of an article if necessary). Construct a Works Cited page based upon the citations at the top of the first page of the test prompt under the title of the article. Instead of copying the long url, you are permitted to shorten it to the elements in blue bold face.
6) You may make use of a dictionary and thesaurus during the exam period
Module 1: Introduction to Emergency Management
Topics
I. What Is Emergency Management?
II. The Contingency Plan
III. Introduction to Federal and State Government Emergency Management Programs and Emergency Response Plans
IV. Federal Emergency Management Plans
V. State and Local Plans
VI. Facility or Employer Plans
VII. Federal Disaster Investigative Agencies
VIII. Brief Introduction to National Voluntary Standards, Trade Associations' Programs, and International Programs
IX. Intern.
Discussion Topic #1 What are the two key recommendations .docxpetehbailey729071
Discussion Topic #1:
What are the two key recommendations that came out of the 9-11 Report that you think will have the most impact in challenging the process?
Additional information:Please see the attachment:
January 22, 2008
What’s New in the National Response Framework
New Name:
The
National Response Framework
supersedes the
National Response Plan
and more adequately serves as a guide to how the nation conducts incident response. The new name better aligns the document with its intent.
Purpose
: To ensure that government executives, private sector, nongovernmental organization (NGO) leaders, and emergency management practitioners across the nation understand domestic incident response roles, responsibilities and relationships in order to respond more effectively to any type of incident.
Broader Scope:
The
Framework
provides structures for implementing national-level policy and operational coordination for domestic incident response. In this document, incidents include actual or potential emergencies or all-hazard events that range from accidents and natural disasters to actual or potential terrorist attacks. Such incidents range from modest events wholly contained within a single community to others that are catastrophic in nature and national in their scope of consequences.
Wider Audience:
The
Framework
is intended for executive leadership and emergency management practitioners at all levels of government, as well as private sector, and nongovernmental organizations (NGOs).
Integrated Key Concepts:
An effective, unified national response requires layered, mutually supporting capabilities, with States having the primary responsibility for public health and welfare of its citizens. Five elemental principles of operation constitute national response doctrine:
Engaged partnerships
Tiered response
Scalable, flexible and adaptable operational capabilities
Unity of effort through unified command
Readiness to act
Expanded Focus on Partnerships:
The
Framework
states that an effective national response requires layered, mutually supporting capabilities. This approach affirms that local communities, tribes and States have primary responsibility for the safety and security of their citizens; that local leaders build the foundation for response and that resilient communities begin with prepared individuals and families.
Updated Planning Section:
The
Framework
contains a section that focuses on the critical importance of planning. The intent is to lay the groundwork to:
Link planning, preparedness, resource and asset management processes, and data in a virtual environment;
Prioritize plans and planning efforts to best support homeland security strategies and allow seamless transition to execution; and
Provide parallel and concurrent planning at all levels of government.
Improved Annexes and Appendixes:
The Emergency Support Functions and Support Annexes have been updated and remain an integral part of the
Fr.
Discussion Topic #2 Compare and contrast the NIMS and the N.docxpetehbailey729071
Discussion Topic #2:
Compare and contrast the NIMS and the National Response Framework (NRF). Do we need both?
Additional Information: Please see the attachment
January 22, 2008
What’s New in the National Response Framework
New Name:
The
National Response Framework
supersedes the
National Response Plan
and more adequately serves as a guide to how the nation conducts incident response. The new name better aligns the document with its intent.
Purpose
: To ensure that government executives, private sector, nongovernmental organization (NGO) leaders, and emergency management practitioners across the nation understand domestic incident response roles, responsibilities and relationships in order to respond more effectively to any type of incident.
Broader Scope:
The
Framework
provides structures for implementing national-level policy and operational coordination for domestic incident response. In this document, incidents include actual or potential emergencies or all-hazard events that range from accidents and natural disasters to actual or potential terrorist attacks. Such incidents range from modest events wholly contained within a single community to others that are catastrophic in nature and national in their scope of consequences.
Wider Audience:
The
Framework
is intended for executive leadership and emergency management practitioners at all levels of government, as well as private sector, and nongovernmental organizations (NGOs).
Integrated Key Concepts:
An effective, unified national response requires layered, mutually supporting capabilities, with States having the primary responsibility for public health and welfare of its citizens. Five elemental principles of operation constitute national response doctrine:
Engaged partnerships
Tiered response
Scalable, flexible and adaptable operational capabilities
Unity of effort through unified command
Readiness to act
Expanded Focus on Partnerships:
The
Framework
states that an effective national response requires layered, mutually supporting capabilities. This approach affirms that local communities, tribes and States have primary responsibility for the safety and security of their citizens; that local leaders build the foundation for response and that resilient communities begin with prepared individuals and families.
Updated Planning Section:
The
Framework
contains a section that focuses on the critical importance of planning. The intent is to lay the groundwork to:
Link planning, preparedness, resource and asset management processes, and data in a virtual environment;
Prioritize plans and planning efforts to best support homeland security strategies and allow seamless transition to execution; and
Provide parallel and concurrent planning at all levels of government.
Improved Annexes and Appendixes:
The Emergency Support Functions and Support Annexes have been updated and remain an integral part of the
Framework
. The Incident Annexes will be revised a.
Threat and Hazard Identification and Risk Assessment Guide.docxherthalearmont
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............................................................................ ...
hey this is Vedika Agrawal
this presentation is to explain about disaster management considering how to prepare for emergencies..
the source of information is research work and internet
NDCC Memo Circular No. 05 s 2007 (2) Cluster ApproachTudlo
Institutionalization of the Cluster Approach in the Philippine Disaster Management System, Designation of Cluster Leads and their Terms of Reference at the
National, Regional and Provincial Level.
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.
Boosing Resilience Through Innovative Risk Governance - OECD ReportOECD Governance
OECD publication identifies measures to minimise economic and social damage and help economies recover rapidly after a disaster. It proposes a fundamental shift in risk governance, whereby risk management actors are encouraged, through appropriate incentives, to help boost resilience, rather than rely on government for post-disaster assistance. Further information available at www.oecd.org/gov/risk/boosting-resilience-through-innovative-risk-management.htm
ERM 1200 Introduction to Emergency ManagementModule 2 ChapterTanaMaeskm
ERM 1200 Introduction to Emergency Management
Module 2: Chapters 7, 8, and 9
Course Description
ERM 1200 Introduction to Emergency Management provides an overview of the history and current status of the emergency management discipline. Topics include an introduction to areas of emergency management responsibility including risk assessment, mitigation, preparedness, communications, response and recovery.
1
DIAGRAM OF MAJOR COURSE CONCEPTS*
*United States Federal Emergency Information Management (2015). National preparedness cycle. Retrieved on March 30, 2015 from http://www.fema.gov/national-preparedness-cycle.
Diagram of Major Course Concepts
United States Federal Emergency Information Management (2015). National preparedness cycle. Retrieved on March 30, 2015 from http://www.fema.gov/national-preparedness-cycle.
2
How to prepare
Tips for preparing for the material in this module
Read the chapters before listening to the lecture.
This course relies heavily on content from the federal emergency management agency emergency management institute and the community emergency response team in your area.
If you haven’t done so already: Go to the federal emergency management agency website and register as a student in independent studies. You will then receive a student identification number, which will be important. If you cannot obtain a student ID, inform your instructor. You will need a student identification number in order to take the final exam for this course. Link: http://www.Training.Fema.Gov/is/courseoverview.Aspx?Code=is-230.D
Read the FEMA course “IS-230.D: Fundamentals of Emergency Management” overview.
How to Prepare
Tips for preparing for the material in this module
Read the chapters before listening to the lecture.
This course relies heavily on content from the federal emergency management agency emergency management institute and the community emergency response team in your area.
Go to the federal emergency management agency website and register as a student in independent studies. You will then receive a student identification number, which will be important. If you cannot obtain a student ID, inform your instructor. You will need a student identification number in order to take the final exam for this course. Link: http://www.Training.Fema.Gov/is/courseoverview.Aspx?Code=is-230.D
Read the FEMA course “IS-230.D: Fundamentals of Emergency Management” overview.
3
Module 2 At A Glance: Chapters 7, 8, 9
Chapter 7: Disaster Planning
Chapter 8: Disaster Response
Chapter 9: Disaster Recovery
Module 2 At A Glance
Chapter 7: Disaster Planning
Chapter 8: Disaster Response
Chapter 9: Disaster Recovery
4
Chapter 7 Learning Objectives:
Understand that disaster planning serves as a central means to enhance all levels of preparedness.
Explain why disaster planning is a process, not just completing a piece of paper.
Outline critical steps involved in family and household disaster planning.
Describe fundamental steps ...
Introduce your presentation here. 1Use the design .docxnormanibarber20063
Introduce your presentation here.
1
Use the design tab to find a subtle background. Use a font color that is easily read against
the background color. Use the new slide feature on the home tab to insert a new slide.
Choose the type of slide that is needed. The most common slides are the Title Content and
the Two Content. They will automatically include the heading and the section for the
bullets.
2
Be sure to use a heading that explains what is contained on the slide. Use the same font
sizes throughout the presentation. If you use 48 pt. font for this heading, use it for all of the
headings. The same goes for the bullet points.
3
The details of the presentation will appear in the notes section. This is where the narrative
of the live presentation would be if you were going to present this to an audience. Be sure
to explain what is included on the slide. Place in-text citations in the notes if source
information is used (Sample, 2016).
4
Most presentations should include graphics of some kind. These can include images,
graphs, charts, or SmartArt.
5
SmartArt Images can be used to show different types of information. SmartArt can be
found on the Insert tab. There are various styles of graphics that display information in
different ways.
6
Include references on a separate slide. The font on this slide can be smaller to fit the
references. This font is 24 pt.
7
1
If you would like to add your script or additional information in the notes section, you can
add it here. Make sure to include citations for any outside material (Howard, n.d.).
2
3
4
5
PowerPoint BasicsAPA for Power Point
MSE 6301, Risk Management 1
Course Learning Outcomes for Unit III
Upon completion of this unit, students should be able to:
2. Examine the risk that disasters present to the community and responders.
2.1 Determine a community's vulnerability for a disaster.
3. Assess emergency planning strategies aimed to reduce risk.
3.1 Determine methods for gathering local, state, and federal officials together for planning
purposes.
3.2 Discuss the integration of a recovery operations plan into the main part of an emergency
operations plan.
3.3 Identify mitigation strategies that can address risk reduction in your community.
Course/Unit
Learning Outcomes
Learning Activity
2.1
Unit Lesson
Chapter 4
Unit III PowerPoint Presentation
3.1
Unit Lesson
Chapter 4
Unit III PowerPoint Presentation
3.2
Unit Lesson
Chapter 4
Unit III PowerPoint Presentation
3.3
Unit Lesson
Chapter 4
Unit III PowerPoint Presentation
Reading Assignment
Chapter 4: Disaster Response and Recovery
Unit Lesson
Major disasters often lead to positive outcomes for emergency management and lessons learned from
decision making that took place during the disaster. Failures in response and recovery efforts in disasters
such as Hurricane Katrina and some of the past California wildfires lead to.
SourcesInequality and the American Dream.” The Economist.com, .docxwilliame8
Sources:
“Inequality and the American Dream.” The Economist.com, 15 Jun 2016, www.economist.com/leaders/2006/06/15/inequality-and-the-american-dream.
Kornbulh, Karen. “Win-Win Flexibility: A Policy Proposal.” NewAmerican.org, New America Foundation, June 2005,
www.newamerica.org/documents/356/win-win-flexibility-a-policy-proposal.
Suroowiecki, James. “A Fair Days Wage.” NewYorker.com¸ 9 Feb. 2015, www.newyorker.com/magazine/2015/02/09/fair-days-wage.
Prompt
The Economist editorial discusses the general trend in America of increasing economic inequality and its relationship to the American Dream of making it big, ending with suggestions for government safety-net programs. The Kornbluh and Surowiecki essays also note increasing inequality and propose or argue for specific policies on the part of companies to aid in the lives of their employees.
Basing your response on the readings, answer the following question: To what extent do you think that employers or the government should intervene to improve the lives of ordinary Americans? Which of the proposed remedies do you think will have the most positive effects on people and best address economic inequality? What other consequences might any of these remedies have? You may also argue for a different proposal after first arguing against the ones proposed in the readings. Be sure that your resulting essay includes and addresses ideas from all three of the sources and cites them appropriately.
Follow these guidelines below in completing your response
1) Write on regular notebook paper. Your instructor will inform you how to format the exam in terms of where to place your MSU ID number and course section number.
2) Strive to produce a 400- to 500-word response.
3) Write on one side of the paper and skip every other line.
4) Write in ink only. Should you need to make changes in your draft, draw two or three lines through any changes/deletions you wish to make. Arrows indicating insertions are acceptable provided their path is easy to follow.
5) Demonstrate your understanding of MLA citation form by using in-text citations (Number the pages “1” and “2” to indicate the front and back of an article if necessary). Construct a Works Cited page based upon the citations at the top of the first page of the test prompt under the title of the article. Instead of copying the long url, you are permitted to shorten it to the elements in blue bold face.
6) You may make use of a dictionary and thesaurus during the exam period
Module 1: Introduction to Emergency Management
Topics
I. What Is Emergency Management?
II. The Contingency Plan
III. Introduction to Federal and State Government Emergency Management Programs and Emergency Response Plans
IV. Federal Emergency Management Plans
V. State and Local Plans
VI. Facility or Employer Plans
VII. Federal Disaster Investigative Agencies
VIII. Brief Introduction to National Voluntary Standards, Trade Associations' Programs, and International Programs
IX. Intern.
Discussion Topic #1 What are the two key recommendations .docxpetehbailey729071
Discussion Topic #1:
What are the two key recommendations that came out of the 9-11 Report that you think will have the most impact in challenging the process?
Additional information:Please see the attachment:
January 22, 2008
What’s New in the National Response Framework
New Name:
The
National Response Framework
supersedes the
National Response Plan
and more adequately serves as a guide to how the nation conducts incident response. The new name better aligns the document with its intent.
Purpose
: To ensure that government executives, private sector, nongovernmental organization (NGO) leaders, and emergency management practitioners across the nation understand domestic incident response roles, responsibilities and relationships in order to respond more effectively to any type of incident.
Broader Scope:
The
Framework
provides structures for implementing national-level policy and operational coordination for domestic incident response. In this document, incidents include actual or potential emergencies or all-hazard events that range from accidents and natural disasters to actual or potential terrorist attacks. Such incidents range from modest events wholly contained within a single community to others that are catastrophic in nature and national in their scope of consequences.
Wider Audience:
The
Framework
is intended for executive leadership and emergency management practitioners at all levels of government, as well as private sector, and nongovernmental organizations (NGOs).
Integrated Key Concepts:
An effective, unified national response requires layered, mutually supporting capabilities, with States having the primary responsibility for public health and welfare of its citizens. Five elemental principles of operation constitute national response doctrine:
Engaged partnerships
Tiered response
Scalable, flexible and adaptable operational capabilities
Unity of effort through unified command
Readiness to act
Expanded Focus on Partnerships:
The
Framework
states that an effective national response requires layered, mutually supporting capabilities. This approach affirms that local communities, tribes and States have primary responsibility for the safety and security of their citizens; that local leaders build the foundation for response and that resilient communities begin with prepared individuals and families.
Updated Planning Section:
The
Framework
contains a section that focuses on the critical importance of planning. The intent is to lay the groundwork to:
Link planning, preparedness, resource and asset management processes, and data in a virtual environment;
Prioritize plans and planning efforts to best support homeland security strategies and allow seamless transition to execution; and
Provide parallel and concurrent planning at all levels of government.
Improved Annexes and Appendixes:
The Emergency Support Functions and Support Annexes have been updated and remain an integral part of the
Fr.
Discussion Topic #2 Compare and contrast the NIMS and the N.docxpetehbailey729071
Discussion Topic #2:
Compare and contrast the NIMS and the National Response Framework (NRF). Do we need both?
Additional Information: Please see the attachment
January 22, 2008
What’s New in the National Response Framework
New Name:
The
National Response Framework
supersedes the
National Response Plan
and more adequately serves as a guide to how the nation conducts incident response. The new name better aligns the document with its intent.
Purpose
: To ensure that government executives, private sector, nongovernmental organization (NGO) leaders, and emergency management practitioners across the nation understand domestic incident response roles, responsibilities and relationships in order to respond more effectively to any type of incident.
Broader Scope:
The
Framework
provides structures for implementing national-level policy and operational coordination for domestic incident response. In this document, incidents include actual or potential emergencies or all-hazard events that range from accidents and natural disasters to actual or potential terrorist attacks. Such incidents range from modest events wholly contained within a single community to others that are catastrophic in nature and national in their scope of consequences.
Wider Audience:
The
Framework
is intended for executive leadership and emergency management practitioners at all levels of government, as well as private sector, and nongovernmental organizations (NGOs).
Integrated Key Concepts:
An effective, unified national response requires layered, mutually supporting capabilities, with States having the primary responsibility for public health and welfare of its citizens. Five elemental principles of operation constitute national response doctrine:
Engaged partnerships
Tiered response
Scalable, flexible and adaptable operational capabilities
Unity of effort through unified command
Readiness to act
Expanded Focus on Partnerships:
The
Framework
states that an effective national response requires layered, mutually supporting capabilities. This approach affirms that local communities, tribes and States have primary responsibility for the safety and security of their citizens; that local leaders build the foundation for response and that resilient communities begin with prepared individuals and families.
Updated Planning Section:
The
Framework
contains a section that focuses on the critical importance of planning. The intent is to lay the groundwork to:
Link planning, preparedness, resource and asset management processes, and data in a virtual environment;
Prioritize plans and planning efforts to best support homeland security strategies and allow seamless transition to execution; and
Provide parallel and concurrent planning at all levels of government.
Improved Annexes and Appendixes:
The Emergency Support Functions and Support Annexes have been updated and remain an integral part of the
Framework
. The Incident Annexes will be revised a.
Threat and Hazard Identification and Risk Assessment Guide.docxherthalearmont
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............................................................................ ...
hey this is Vedika Agrawal
this presentation is to explain about disaster management considering how to prepare for emergencies..
the source of information is research work and internet
NDCC Memo Circular No. 05 s 2007 (2) Cluster ApproachTudlo
Institutionalization of the Cluster Approach in the Philippine Disaster Management System, Designation of Cluster Leads and their Terms of Reference at the
National, Regional and Provincial Level.
Module 3 OverviewMitigation and PreparednessThe discipline of .docxannandleola
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 ...
Final Course Project - Crisis Communication PlanAssignment Instr.docxssuser454af01
Final Course Project - Crisis Communication Plan
Assignment Instructions
4. Final Course Project (due at end of week 8)
A. Scope - The final project will be your creation of a Crisis Communication Plan for your organization or an organization of your choice. Using the materials from your weekly assignments, develop a detailed CCP. Use Appendix A Go through the steps of the Crisis Communication Plan, and develop a good - detailed CCP.
B. Objective - The objective is to apply all of what you have learned in this course to your organization.
C. Format
- Use the APA style for all citations.
- Project has neither minimum nor maximum length. Cover the material to the best of your ability.
- Project will be typed in MS Word
- Project will have 1" margins
- Project will be in 12-point Times New Roman font
D. General Guidance
- As you work on your project, you are encouraged to use information in the discussion questions throughout this course. Take what you have been working on from the beginning and continue to develop it.
- This project should end up looking similar to one of the Appendices in your text, but tailored to your organization of choice.
- Feel free to change any names you wish, but do not change position titles nor duty descriptions.
Think through your project. Ask yourself the questions we have discussed in this course.
- Key to your success is how well you have thought through your organization's crisis communication - and how well you have communicated it!
Crisis Communications Plan 1
Crisis Communications Plan 26
The Osceola County Joint Information Crisis Communications Plan Richard A. Halquist - 4115293American Military UniversityEDMG 420 D 003 Sum 11 – Risk CommunicationsMarch 19, 2018Professor Wilhelmsen
The Osceola County Joint Information Crisis Communications Plan
Introduction
The Crisis Communication Plan is the foundation by which the Osceola County Joint Information Network operates. The plan provides strategic details in a tactical format ensuring operability across jurisdictional lines thereby promoting unified messaging with a common voice. The plan basis is the National Incident Management System (NIMS) Joint Information System protocols through which each participating entity shares responsibility equally, yet provides flexibility for each agency to operate independently. (FEMA 2009).
Each section of the plan contains dynamic information requiring regular maintenance ensuring current details related to changes common in any plan. These details are generally in the form of tables and lists including organizational charts to assist team members in organizing quickly when crisis occurs.
While the plan details operational elements requiring appropriate space and face-to-face communications, there is an understanding that many operations use a virtual platform promoting effective and efficient information delivery to the served publics. This concept is termed the Joint Information Center (JIC) ch ...
Explain how the concept of whole community is used at the local le.docxSANSKAR20
Explain how the concept of whole community is used at the local level of government to mitigate against risk.
Instructions: Fully utilize the materials that have been provided to you in order to support your response. Your initial post should be at least 350 words. APA format, use ctations.
Lesson
Week Two – The National Preparedness System
In March of 2011, the executive branch of the federal government issued Presidential Policy Directive (PPD) 8. This directive described how the nation will prepare for those threats and hazards that constitute the greatest risk to national security. PPD 8 was followed in the fall of that same year with the publication of the National Preparedness Goal (which was updated in 2015), and then a month later with the National Preparedness System (NPS). Similar to the term “risk” that was focused upon in our first lesson, “prepare” or “preparedness” are key terms as well as it relates to the underlying principles of this entire course. In order to properly examine the National Preparedness System, these terms as used within the context of the NPS must be understood.
As previously noted, we directed attention upon the notion of risk last week. We should remain cognizant that risk refers to the overall consequences represented by various types of threats and hazards. The analysis of risk rests within an all-hazards system and approach, wherein all dangers to a community are examined. In addition, these dangers are prioritized, not on preconceived notions of importance, but upon the actual, detrimental impact they have on a community. Acts of terrorism and of other man-made incidents of violence must be considered alongside natural and technological hazards as well; prioritized in a manner where preparedness and mitigation efforts can be appropriately discussed, formulated, and implemented. In essence, through its various components, the National Preparedness System offers a very consistent and dependable methodology that can be applied to a host of activities; those that range from aiding the decision making process to identifying and allocating resources (DHS, 2011).
So just as the NPS requires us to take a broad view of those elements that determine risk, it similarly requires us to take a wide-ranging view of preparedness as well. In essence, preparedness refers to a community’s ability to respond immediately to a disastrous event (remember, disaster events range from acts of terrorism to industrial accidents to natural disasters). Preparedness also refers to the community’s ability to recover from the event; and preparedness refers to all of those actions taken by the community to either prevent the event, or to mitigate the consequences of that event.
Within the National Preparedness System, the National Preparedness Goal (2015) defines the system’s measure of success as “A secure and resilient nation with capabilities required across the whole community to prevent, protect against, mitigate, respon ...
Plan of WorkGloria is employed at Jones University, through .docxJUST36
Plan of Work
Gloria is employed at Jones University, through Higher Learning Systems in Connecticut as a data entry specialist. She originally worked for Higher Learning Systems in Canada; but, she transferred with her husband to the United States through his military career. Gloria has been employed with Higher Learning Systems for 6 years. She worked 5 years in Canada and has been in Connecticut for one year. She was on medical leave for 6 months due to her pregnancy with her first child. She had complications and was absent from work for 3 months before the birth of her child.
There are 12 data entry specialists at Jones University in Connecticut. When Gloria took leave unexpectedly, the other 11 specialists had to split up her work duties. After the birth of Gloria’s child, her co-workers were upset that she decided to take off 12 weeks after the birth, despite the fact she was out 12 weeks before the delivery. When Gloria returned to work, she took frequent breaks, more than the policy allowed, to pump and securely store breast milk for her infant. Since these breaks interfered with her workload, the 11 employees were required to carry a percent of Gloria’s workload until she decided to stop pumping and storing breast milk at work. Employees were extremely frustrated at Gloria and felt as though the university was giving her special treatment.
Gloria felt the frustration immediately when returning to work, despite the fact that the university had indicated that it supported mothers on parental leave and mothers who needed extra time to pump breast milk after maternity leave. She felt disrespected by her co-workers due to her cultural beliefs about the importance of breast feeding. The discomfort she felt affected her work, and she began to fall further behind in her daily responsibilities. Soon, she dreaded going to work, cried often, and felt unappreciated by her supervisor. She also felt her supervisor did not approve of her decision to take 12 weeks off after her infant was born and she didn’t approve of her frequent breaks. Gloria often overheard other employees making jokes about her. Gloria has worked for the company for 6 years and does not want to quit. She decides to visit Human Resources for assistance. Human Resources works with Gloria and her supervisor to create a plan of work to assist with the areas of concern.
For this assignment, there are three main parts: first summarize the scenario, second outline Human Resources response to Gloria, and third prepare a plan of work for Gloria and her supervisor. The plan of work is prepared by Human Resources, so it should include goals for Gloria, the supervisor, and/or the department. Include a timeline with the goals. Ensure the goals are measurable and attainable.
Length: 6 pages, not including title and reference pages " 1 title, 6 body, 1 reference "
References: Include a minimum of five scholarly resources.
Your paper should demonstrate thoughtf.
Planning, Implementation, and Evaluation Evaluate the importa.docxJUST36
Planning, Implementation, and Evaluation"
Evaluate the importance of each major step in policy analysis as it relates to political choice. Next, debate if one would consider any of these steps more important than another. Provide a rationale to support your answer.
From the e-Activity, Next, suggest one (1) method that a policy analyst could use in order to implement the strategic plan overall. Provide a rationale to support yo
.
Planet of the Apes (1974) (Race relations and slavery—turnabout is .docxJUST36
Planet of the Apes (1974): (Race relations and slavery—turnabout is fair play?)
Romeo and Juliet, Shakespeare 1996 (film)
Les Miserables, Victor Hugo 1998 (film)
The Crucible, Arthur Miller 1996 (film)
Death of a Salesman, Arthur Miller 2001 (film)
The Great Gatsby T.S. Elliot 2000 (film)
The Count of Monte Cristo, Alexander Dumas 2002 (film)
Saving Private Ryan: (Saving the last family to survive WWII combat)
Avatar: (The displacement of native populations)
Jurassic Park (1993): (Science and Ethics)
A Few Good Men: (Following illegal orders in the military service)
Pick 5, each should have a separate paper.
Write a short written report on the
ethical issues
expressed in 5 of these films.
Limit the length to one and a half pages, double spaced. Try to pick out the most important ethical issues and explain how they are handled in the film. (Do not give simple plot conditions and character types—get to the heart of the ethical issues and how they are treated, that is, talk about the morality play that is being presented.)
.
Planning effective English language arts lessons many times incl.docxJUST36
Planning effective English language arts lessons many times includes focusing on multiple literacy skills, aligned to state or national standards, while incorporating interesting, student-centered materials. When focusing on reading, it is essential to model metacognitive strategies, before, during, and after reading, including relevant vocabulary. A book walk is a powerful pre-reading strategy that can be used at all elementary grade levels. This strategy exposes students to a new piece of literary or informative text, while predicting text content and exploring vocabulary.
Throughout this course you will be creating a literature unit based on one piece of grade-appropriate literature (fiction or non-fiction) that includes all areas of reading development. Select a piece of literature suitable for the students in the “Class Profile.”
For this assignment, use the “COE Lesson Plan Template” to create a lesson plan that incorporates a book walk,
Incorporate the following into your lesson plan:
Objectives aligned to state or national grade-appropriate vocabulary and reading standards
Content-specific vocabulary development
Technology or multimedia that supports developmentally appropriate, engaging instruction
Pre-reading strategies and activities
During reading strategies and activities
Post-reading activities and strategies
Assessment aligned to learning objectives, that is engaging for student and provides meaningful feedback
Differentiation to meet particular learning differences or needs
In addition, rationalize your instructional choices in a 250-500 word reflection, including how you will apply your findings to personal professional practices related to instruction and differentiation in the English language arts classroom
.
PKI Submission RequirementsFormat Microsoft WordFon.docxJUST36
PKI
Submission Requirements
Format: Microsoft Word
Font: Arial, 12-Point, Double-Space
Citation Style: APA
Length: 1–2 pages
Self-Assessment Checklist
Use the following checklist to support your work on the assignment:
I have identified specific data types related to the specific compliance regulatory requirements.
I have indicated a solution for sharing data beyond the borders of the organization.
I have appropriately selected and developed a PKI solution for content control.
I have followed the submission requirements.
.
PLAGIARISM SCAN REPORT
Date 2020-04-12
Words 161
Characters 991
Content Checked For Plagiarism
Stereolithography (SLA) is one method of many used for 3D printing. There are roughly 30 different processes for additive manufacturing
(commonly called 3D printing) used for different materials from plastics, metals, ceramics, clay, concrete, chocolate, pancake batter and other
foodstuffs, paper, and sand (silica) to living tissue and cells. SLA was one of the earlier 3D methods first developed around 1984. Commercial
SLA printers originally cost hundreds of thousands of dollars, but can now be purchased for a few hundred or a few thousand dollars or even
built at home for less [1]. In the SLA process a liquid material called a photo-polymer is exposed to light from a laser, from a digital projector,
or from another focused optical source. The radiation causes the material to solidify (or cure) where the light hits it. When the full object has
been “drawn”, it is removed from the tank holding the liquid polymer. And there you have your “heart’s desire” in your hand.
Matched Source
Similarity 89%
Title: What is stereolithography used for? - Quora | How it works: SLA
stereolithography (sla) is one method of many used for 3d printing. there are roughly 30 different processes for additive manufacturing
(commonly called 3d printing) used for different materials from plastics, metals, ceramics, clay, concrete, chocolate, pancake batter and
other...
https://www.quora.com/What-is-stereolithography-used-for
Similarity 12%
Title: 1 John commentary - Scripture Verse By Verse
... and a coke and unwraps it for you and puts it in your hand don't blame him if ... A hatred for sin; a desire to please God and confession
when we fail are ... If you hate someone you have murdered them in your heart as far as God is concerned. ... fact that Jesus is God and
savior and there you have your three witnesses. 9.
https://www.thebibleversebyverse.com/1-john-commentary.html
100%
Plagiarised
0%
Unique
https://www.quora.com/What-is-stereolithography-used-for
https://www.quora.com/What-is-stereolithography-used-for
https://www.quora.com/What-is-stereolithography-used-for
https://www.thebibleversebyverse.com/1-john-commentary.html
https://www.thebibleversebyverse.com/1-john-commentary.html
https://www.thebibleversebyverse.com/1-john-commentary.html
Motivation and Emotion:
Driving Consumer Behavior
Chapter 5
Motivation
Types:
Homeostasis
Maintain yourself in a current acceptable state
Self improvement
Desire to change yourself to a more ideal state
Exercise
Think of something of something you have purchased because you wanted something thing to remain the same (homeostasis)
Think of something you have purchased because you wanted something to change (self improvement)
Other ways to look at motivations
Utilitarian
Desire to acquire products that can be used to accomplish things
Hedonic
Desire to experience something personally grat.
Plato’s Apology The Trial of SocratesSocrates in the trial .docxJUST36
Plato’s Apology: The Trial of Socrates
Socrates in the trial – speaking plainly, daily converse. He is a speaker of the truth, not an accomplished speaker.
Socrates’ accusers:
1. Meletus
2. Anytus
3. Lycon
Why does he fear the early accusers more than the recent ones?
They’re anonymous, they are shadows, rumours brainwashed children of that period are now jurors who will decide his fate, they’re nameless, cannot bring evidence forward. They corrupted mind of jurors.
• Children grew hearing that Socrates is a trouble maker, their minds have been infected since they could not ask any acquisitions.
• They accepted this truth and now deciding his fate with prejudice against him they developed when they were kids. He cannot do anything about the prejudices.
• You cannot argue with phantom, ghosts, cannot address them in a straightforward manner.
He fears them the most, they are formidable, because he exposes them for having a reputation of wisdom while they know little, he broke their façade, exposed their flaws hence they may go to any lengths to take vengeance. He exposed people’s ignorance = made himself a lot of enemies.
They accused him of being a Sophist, bad reputation during his time, teaching people weak arguments, weak ideas for money. Socrates was not a sophist. This is what the early accusers made them believe. Sophists were doubtful of God. The 500 jurors never got to hear Socrates speak, they’re just brainwashed.
Socrates’ Attitude during the trial:
• Kind of saying take it easy on me, old man in court for the first time. “I’m a stranger to the court room, treat me kindly”
• Tries to appeal to their humanness, the jurors.
The story of the oracle (Delphi) – temple of Apollo
Oracle is like a messenger, knowledge she has is provided by the gods. The wisdom was unnatural. One of Socrates followers asked the Oracle who is the wisest, is there wiser than Socrates? The God answered no. Socrates was in disbelief, he knew he was unwise.
So he questioned people and learns that people have a reputation to be wise, yet they know nothing and pretend to know. They continue this charade of wisdom because they’re reputation is built on it. He questioned craftsmen, politicians, poets
In the sight of god: wisdom means nothing, like Socrates, we should not pretend more than we are. True wisdom = not knowing.
“Socrates, the gadfly of Athen”
He was proud of the fact that he was like a fly, an irritant. Gadfly = horse fly. He believes this type of insect is necessary. He compares himself to the gadfly and the horse that the gadfly bites is Athens. Gods put Socrates as a gadfly to wake Athens up. Rousing, reproaching, scolding is a good thing. People do not want to be questioned, be shammed, have their knowledge punctured. He compares this to as though the person who wakes you up, you’d naturally be mad.
Philosophy is dangerous but necessary. Living well is more important than living. Die well is better than to live.
W3 C2 – Plato’s Apology
A.
Pine tree tops” by Gary SnyderIn the blue night frost haze,.docxJUST36
“Pine tree tops” by Gary Snyder
In the blue night
frost haze, the sky glows
with the moon
pine tree tops
bend snow-blue, fade
into sky, frost, starlight.
The creak of boots. Rabbit tracks, deer tracks,
what do we know.
writing thesis statement for this poem,
for example: Snyder builds his poem on nouns to give power to the “thing” in his scene.
.
Platform as a Service (PaaS) and Infrastructure as a Service (I.docxJUST36
"Platform as a Service (PaaS) and Infrastructure as a Service (IaaS)" Please respond to the following:
Examine how IaaS and PaaS trends in cloud computing will impact enterprise security policies in the short and long term. Support your findings with an example of each service in the cloud computing stack.
Differentiate between physical, dedicated virtual, and shared virtual servers
.
plan for your client Eliza. Since the initial treatment plan, severa.docxJUST36
plan for your client Eliza. Since the initial treatment plan, several changes have taken place within Eliza’s case. Since the mandatory assessment two weeks ago, you have discovered that Eliza is again on your client listing for the day due to a mandatory evaluation, with the incident report indicating that campus public safety, due to a tip from a concerned resident, found the client passed out and alone in her dorm, smelling of alcohol.
Part 1: Review the initial Treatment Plan submitted in Topic 5.
Reassess your treatment plan diagnoses, goals, and objectives based on the new information provided.
.
Plan a geographic inquiry to investigate the question. In the pl.docxJUST36
Plan a geographic inquiry to investigate the question. In the plan students will explain how they will complete the following aspects of the investigation
a. Investigating cultural perceptions of land and land use
b. Collecting primary and secondary data c. Analysing data
d. Mapping the study area, data and results
e. Communicate results
.
PLAGIARISMWhat is it Whose Responsibility is It Wha.docxJUST36
PLAGIARISM:
What is it?
Whose Responsibility is It?
What Are the Consequences?
A Brief Guide
Department of Management
CBPA, CSUSB
This presentation meets ADA compliance criteria for posting to CSUSB websites
Plagiarism is a Serious Problem
in Academia
“A study of almost 4,500 students at 25 schools,
suggests cheating is . . . a significant problem in
high school - 74% of the respondents admitted to
one or more instances of serious test cheating
and 72% admitted to serious cheating on written
assignments. Over half of the students admitted
they have engaged in some level of plagiarism
on written assignments using the Internet.”
Based on the research of Donald L. McCabe, Rutgers University.
Source: “CIA Research.” Center for Academic Integrity, Duke University, 2003
<http://academicintegrity.org/cai_research.asp>.
http://academicintegrity.org/cai_research.asp
The Student’s Responsibility
• A student should be clear that work submitted for
a grade in the class must be original work.
• It is the responsibility of the student to become
fully acquainted with what constitutes
plagiarism.
• A student can check his/her writing in
Turnitin.com to see whether material shows us
that he/she may have advertently or unknowingly
used that is not their own. (However, it is up to
the instructor to determine plagiarized material )
• The student must correct the error with an
appropriate citation.
Instructor’s Responsibility
The Instructor is responsible for drawing a
conclusion regarding whether the amount of
improperly attributed or unattributed material
is so significant that intent may be presumed.
Excuses Won’t Work
The
teacher
treated me
unfairly,
so I feel
O.K. doing
it!
My job takes up too
much time, plus I am a
caregiver to my younger siblings
My classmates
Are going to
Berkeley
& I want to go
Too!
Students sometimes claim
“Accidental” or “Unintentional Plagiarism”--
What is This?
• Not knowing how/when to cite sources
• Plagiarism vs. paraphrasing
• Careless paraphrasing
• Uncertainty over what is a fact or common
knowledge
• Not knowing what constitutes research
• Quoting excessively
• Different view of plagiarism based on cultural
background
• NOTE: It is the responsibility of the student to become
fully acquainted with what constitutes plagiarism
Disciplinary Consequences
• See pages 53-54, “Plagiarism and Cheating”
CSUSB University Catalog/Bulletin for
violations and consequences.
Pay Attention to Avoiding Even the
Appearance of Plagiarism
WHAT IS PLAGIARISM?: It is use of the following
without giving credit to:
another person’s idea, opinion, or theory;
any facts, statistics, graphs, drawings, and audio
extractions from another’s work;
Any information that is not in the realm of common
knowledge;
quotations of another person’s actual spoken or
written words;
paraphrasing another person’s spoken or written words
without givin.
PKI and Encryption at WorkLearning Objectives and Outcomes· De.docxJUST36
PKI and Encryption at Work
Learning Objectives and Outcomes
· Develop a plan to deploy public key infrastructure (PKI) and encryption solutions to protect data and information.
Assignment Requirements
In this assignment, you play the role of chief information technology (IT) security officer for the Quality Medical Company (QMC). QMC is a publicly traded company operating in the pharmaceutical industry.
QMC is expanding its arena of work through an increase in the number of clients and products. The senior management of the company is highly concerned about complying with the multitude of legislative and regulatory laws and issues in place. The company has an internal compliance and risk management team to take care of all the compliance-related issues. The company needs to make important decisions about the bulk of resources they will need to meet the voluminous compliance requirements arising from the multidimensional challenge of expansion.
QMC will be required to conform to the following compliance issues:
· Public-company regulations, such as the Sarbanes-Oxley (SOX) Act
· Regulations affecting financial companies, companies that make loans and charge interest, such as the U.S. Securities and Exchange Commission (SEC) rules and Gramm-Leach-Bliley Act (GLBA)
· Regulations affecting healthcare privacy information, such as Health Insurance Portability and Accountability Act (HIPAA)
· Intellectual Property Law that is important for information asset protection particularly for organizations in the pharmaceutical and technology industry
· Regulations affecting the privacy of information, including personal identification information, such as personally identifiable information (PII) regularly collected from employees, customers, and end users
· Corporate governance policies including disclosures to the board of directors and the auditors and the policies related to human resources, governance, harassment, code of conduct, and ethics
Compliance with regulatory requirements implies encrypting sensitive data at rest (DAR) and allowing access to role-holders in the enterprise who require the access. It also implies that sensitive data in motion (DIM) or data that is being communicated via e-mail, instant message (IM), or even Web e-mail must be suitably protected and sent only to the individuals who have a right to view it. The company is conscious about the loss they may face in terms of penalty and brand damage if they fail to abide by the compliance laws, especially in the online information transfer phase. Therefore, as a dedicated employee, your task is to develop a content monitoring strategy using PKI as a potential solution. You will need to determine a process or method to identify multiple data types, processes, and organizational policies. Incorporate them into a plan, and select a PKI solution that will effectively address the content management needs of your company.
You need to present your PKI solution in the form of a profes.
Pine Valley Furniture wants to use Internet systems to provide value.docxJUST36
Pine Valley Furniture wants to use Internet systems to provide value to its customers and staff. There are many software technologies available to internet systems development teams, including SOAP, HTML, JSON, XML, CSS, ASP.NET, Objective C, php, JAVA™, Python, Ruby, AJAX, Swift™, AngularJS, Bootstrap, jQuery, R, and many more.
Create
a 3- to 4-page comparison table or tabbed spreadsheet and supporting narrative that addresses the items listed below. Analyze and compare at least three internet systems development software technologies for use at PVF.
Analyze
how the selected internet systems development software technologies support PVF’s core business processes.
Compare
the selected technologies and then the reasons why, as an internet systems developer, you might choose one technology over another technology for PVF.
Explain
how these technologies can bring value to PVF.
Incorporate
additional research to support your comparison.
Cite
any references according to APA guidelines.
.
Pick the form of cultural expression most important to you. It could.docxJUST36
Pick the form of cultural expression most important to you. It could be music, theater, dance, visual arts—whatever excites and/or inspires you most. Describe:
Its most significant characteristics (e.g., visual, audio, etc.)
Your favorite artists in this art, and why.
The one example of this art that inspires you most.
500 words
.
Pick two diseases from each of the following systems HEENT .docxJUST36
Pick two diseases from each of the following systems:
HEENT :
1.
Glaucoma 2. Conjunctivitis
Pulmonary:
1.
Asthma 2. Pneumonia
Hematology:
1.
Anemia. 2. Sickle Cell Anemia
Neurology:
1.
Epilepsy 2. Migraines
Gastroenterology:
1.
Gastroesophageal reflux 2. irritable bowel disease
Cardiovascular:
1.
Coronary artery disease 2. Atrial Fibrillation
Orthopedics:
1.
Carpal Tunnel Syndrome 2. Arthritis
Endocrinology:
1.
Hypothyroidism 2. Hyperthyroidism
Dermatology:
1.
Eczema 2.Rosacea
Urology and STD’s:
1.
Hematuria 2. prostatitis
Pregnancy:
1.
Gestational diabetes 2.preeclampsia
men’s health:
1.
Erectile dysfunction 2. Low testosterone
psychiatry:
1.
Anxiety 2.depression
and pediatric growth and development topics are required:
1.
Giantism 2. pubertal delay
……………………………………………………………………………………………………..
From each of the diseases listed above include:
· Information on the disease/Condition
· What causes it
· Signs and symptoms
· How it is diagnosed
· Common treatment
Each disease is individual, this is NOT a compare between the diseases under the body systems.
………………………………………………………………………………………………
REQUIREMENTS
APA format
15-18 pages
Scholarly articles for sources ONLY!! From years 2015 -2020 only.
.
Pick only one topic!!!!!!!!!!You will need to choose one topic f.docxJUST36
Pick only one topic!!!!!!!!!!
You will need to choose one topic from the following list, explore online resources, and write a report about the topic of your choosing from the following list of topics:
• Disposal of hazardous San Francisco Bay dredging materials
• Earthquake liquefaction hazards around the Bay Area
• Planning for sea level rise around the Bay Area
• Bay Area wetlands restoration projects: past, present and future
• Impacts of filling historical wetlands around the Bay Area
• Stormwater pollution prevention around the Bay Area
• Oil spill hazard mitigation in the San Francisco Bay
• Wastewater pollution prevention around the Bay Area
• Upstream dam construction effects on the estuary health
Lab 3 is asking you to investigate one of the many topics, or issues, related to the San Francisco Bay Estuary and it's restoration. Your deliverable for this assignment is a 1,000 word (at minimum) essay that has AT LEAST five references. The format of your essay should follow the structure outlined in the grading rubric at the end of the assignment sheet (i.e. it should have an Introduction section, Discussion section, and Conclusion section).Please make sure that your paper follows this format, contains at least FIVE references, and has a word count of at least 1,000.
You are required to reference a minimum of five (5) credible sources and include a references section. In addition to a references section, be sure you use intext citations to these sources as their information comes up in your paper.
AND MOST IMPORTANT THING IS NO PLAGIRISM.
Here are some useful information.
https://www.kcet.org/redefine/a-look-at-the-deltas-tastiest-invasive-species
https://www.nationalgeographic.com/news/2016/12/estuaries-california/
http://www.resilientbayarea.org/
https://youtu.be/clZz2OjE5n0
https://youtu.be/dAul4-vE5TM
https://youtu.be/SsxQMgKnClY
Practicum Experience Time Log and Journal Template
Student Name:
E-mail Address:
Practicum Placement Agency's Name:
Preceptor’s Name:
Preceptor’s Telephone:
Preceptor’s E-mail Address:
(Continued next page)
Time Log
Learning Objective
Psychotherapy with Trauma
List AND COMPLETE the 5 objective(s) met and Briefly Describe 8 the Activities you completed during each time period. If you are not on-site for a specific week, enter “Not on site” for that week in the Total Hours for This Time Frame column. Journal entries are due in Weeks 4, 8, and 11; include your Time Log with all hours logged (for current and previous weeks) each time you submit a journal entry.
You are encouraged to complete your practicum hours on a regular schedule, so you will complete the required hours by the END of WEEK 11.
Time Log
Week
Dates
Times
Total Hours for This
Time Frame
Activities/Comments
Learning Objective(s) Addressed
Assess clients presenting with posttraumatic stress disorder
Analyze therapeutic approaches for treating clients presenting with posttraumatic stress disorder
Ev.
Pick one organized religion to research. First, describe the religio.docxJUST36
Pick one organized religion to research. First, describe the religion’s prevalence in the U.S. and membership patterns. Then, apply the symbolic interactionist perspective to this system, describing the symbols, rituals, beliefs, and religious experiences members share. You are required to source your content on this topic.
.
Pick one of the 2 (Buddhist Syllogism or Meditation)...The B.docxJUST36
Pick one of the 2 (Buddhist Syllogism or Meditation)...
The Buddhist Syllogism:
1. “Good” is a judgment.
2. Judgments are a form of attachment.
3. Attachments are the source of all misery and pain.
4. Nirvana is release from all misery and pain through the practice of non-attachment.
5. So
Nirvana is bliss.
6. But if "good" is a judgement and judgements are a form of attachment, and attachments are the source of all misery then
those who say Nirvana (or bliss)
is good
thereby prevent themselves from attaining it
7. So
you must not believe that nirvana is not good....OR you must not want to be in a state of enlightenment.... OR you must not prefer bliss to pain....
Attainment of Nirvana is impeded by desire to attain it. If you want to be without suffering, you will suffer. How, then, does one attain Nirvana?
Above is a traditional discussion on the nature of Nirvana (the ultimate goal of Buddhism.) For this discussion board state why you agree or disagree with the above assessment of the Nature of Nirvana.
Meditation
Meditation is one means of practicing non-attachment, leading to enlightenment.
In some traditions a first step in learning meditation is learning to distinguish the receptive mind from the reactive mind. In meditation, primacy is given to the receptive mind. Reactive states are not to be reacted to, but received. The habitual awareness and non-attachment that result from this practice is called “mindfulness”.
In the meditation drama below, which response is the best example of mindfulness? Why?
Breathe in. Breathe out. Breathe in. Breathe out. Breathe in. Breathe out. I’d kill for a Big Mac. Breathe in.
Responses:
(a) Damn! My mind is so unruly. I’ll never get it under control.
(b) What kind of Buddhist gets distracted by McDonald’s? How embarrassing.
(c) Ah, wishing. It is so hard to stay focused.
(d) Impermanence is the nature of all things. The satisfaction from a Big Mac is fleeting. Your goal is eternal bliss.
(e) None of the above is mindful. A better response would be:
taken from
Spot PCC.edu (Links to an external site.)
Your initial response should be clear and support your view. Write about in your initial post with a minimum length of 175 words.
No References
.
Pick one of the following terms for your research Moral philosophy,.docxJUST36
Pick one of the following terms for your research: Moral philosophy, justice, white-collar crime, differential association, or power.
( DEFINITION: a brief definition of the key term followed by the APA reference for the term; this does not count in the word requirement. SUMMARY: Summarize the article in your own words- this should be in the 150-200 word range. Be sure to note the article's author, note their credentials and why we should put any weight behind his/her opinions, research or findings regarding the key term.
DISCUSSION: Using 300-350 words, write a brief discussion, in your own words of how the article relates to the selected chapter Key Term. A discussion is not rehashing what was already stated in the article, but the opportunity for you to add value by sharing your experiences, thoughts and opinions. This is the most important part of the assignment.
REFERENCES: All references must be listed at the bottom of the submission--in APA format. )
.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
November 2010 comprehensive preparedness guide (cpg) 101
1. November 2010
Comprehensive Preparedness Guide (CPG) 101
Version 2.0
Developing and Maintaining
Emergency Operations Plans
I am pleased to announce the release of Version 2.0 of
Comprehensive Preparedness Guide 101:
Developing and Maintaining Emergency Operations Plans.
Comprehensive Preparedness Guide (CPG) 101 provides
guidance for developing emergency operations
plans. It promotes a common understanding of the fundamentals
of risk-informed planning and decision
2. making to help planners examine a hazard or threat and produce
integrated, coordinated, and
synchronized plans. The goal of CPG 101 is to assist in making
the planning process routine across all
phases of emergency management and for all homeland security
mission areas. This Guide helps planners
at all levels of government in their efforts to develop and
maintain viable, all-hazards, all-threats
emergency plans.
Based on input from state, territorial, tribal, and local officials
from across the United States, this update
of CPG 101 expands on the fundamentals contained in the first
version. With this edition, greater
emphasis is placed on representing and engaging the whole
community—to include those with access and
functional needs, children, and those with household pets and
service animals.
Residents and all sectors of the community have a critical role
and shared responsibility to take
appropriate actions to protect themselves, their families and
organizations, and their properties. Planning
that engages and includes the whole community serves as the
focal point for building a collaborative and
resilient community.
CPG 101 is the foundation for state, territorial, tribal, and local
emergency planning in the United States.
Planners in other disciplines, organizations, and the private
sector, as well as other levels of government,
may find this Guide useful in the development of their
emergency operations plans. While CPG 101
maintains its link to previous guidance, it also reflects the
reality of the current operational planning
environment. This Guide integrates key concepts from national
3. preparedness policies and doctrines, as
well as lessons learned from disasters, major incidents, national
assessments, and grant programs.
W. Craig Fugate
Administrator, Federal Emergency Management Agency
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Preface
Comprehensive Preparedness Guide (CPG) 101 provides Federal
Emergency Management Agency
(FEMA) guidance on the fundamentals of planning and
developing emergency operations plans (EOP).
CPG 101 shows that EOPs are connected to planning efforts in
the areas of prevention, protection,
response, recovery, and mitigation. Version 2.0 of this Guide
expands on these fundamentals and
encourages emergency and homeland security managers to
engage the whole community in addressing all
risks that might impact their jurisdictions.
4. While CPG 101 maintains its link to previous guidance, it also
reflects the reality of the current
operational planning environment. This Guide integrates key
concepts from national preparedness
policies and doctrines, as well as lessons learned from disasters,
major incidents, national assessments,
and grant programs. CPG 101 provides methods for planners to:
• Conduct community-based planning that engages the whole
community by using a planning process
that represents the actual population in the community and
involves community leaders and the
private sector in the planning process
• Ensure plans are developed through an analysis of risk
• Identify operational assumptions and resource demands
• Prioritize plans and planning efforts to support their seamless
transition from development to
execution for any threat or hazard
• Integrate and synchronize efforts across all levels of
government.
CPG 101 incorporates the following concepts from operational
planning research and day-to-day
experience:
• The process of planning is just as important as the resulting
document.
• Plans are not scripts followed to the letter, but are flexible and
adaptable to the actual situation.
• Effective plans convey the goals and objectives of the
5. intended operation and the actions needed to
achieve them.
Successful operations occur when organizations know their
roles, understand how they fit into the overall
plan, and are able to execute the plan.
This Guide is part of a series of CPGs published by FEMA.
CPG 101 discusses the steps used to produce
an EOP, possible plan structures, and components of a basic
plan and its annexes. CPGs provide detailed
information about planning considerations for specific
functions, hazards, and threats.
CPG 101 is the foundation for state, territorial, tribal, and local
emergency planning in the United States.
Planners in other disciplines, organizations, and the private
sector, as well as other levels of government,
may find this Guide useful in the development of their EOPs.
i
Comprehensive Preparedness Guide 101
ii
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Contents
INTRODUCTION AND OVERVIEW
6. .......................................................................................
INTRO-1
Purpose
...............................................................................................
........................................... Intro-1
Applicability and Scope
...............................................................................................
................. Intro-1
Supersession
...............................................................................................
................................... Intro-2
How to Use This Guide
...............................................................................................
.................. Intro-2
Suggested Training
...............................................................................................
......................... Intro-2
National Incident Management System Implementation
.............................................................. Intro-2
Administrative Information
...............................................................................................
............ Intro-2
Revision Process
............................................................................................. ..
............................. Intro-3
1. THE BASICS OF PLANNING
...............................................................................................
............ 1-1
Overview
...............................................................................................
.............................................. 1-1
Planning Fundamentals
...............................................................................................
........................ 1-1
7. Planning Principles
...............................................................................................
........................ 1-1
Strategic, Operational, and Tactical Planning
............................................................................... 1-4
Planning Approaches
...............................................................................................
..................... 1-5
Plan Integration
...............................................................................................
.............................. 1-6
Plan Synchronization
...............................................................................................
..................... 1-7
Common Planning Pitfalls
...............................................................................................
............. 1-7
Planning Considerations
...............................................................................................
....................... 1-8
2. UNDERSTANDING THE PLANNING ENVIRONMENT:
FEDERAL, STATE, AND LOCAL
PLANS
...............................................................................................
....................................................... 2-1
Overview
...............................................................................................
.............................................. 2-1
Relationship Between Federal Plans and State Emergency
Operations Plans .................................... 2-1
The National Incident Management System
8. ................................................................................. 2-1
The National Response Framework
..............................................................................................
2-2
Federal Emergency Plans at the National and Regional Level s
................................................... 2-4
State, Territorial, and Tribal Emergency Operations Plans
.......................................................... 2-5
Local Emergency Operations Plans
..............................................................................................
2-5
Linking Federal, State, and Local Emergency Plans
........................................................................... 2-6
3. FORMAT AND FUNCTION: IDENTIFYING THE RIGHT
PLAN FOR THE JOB ................. 3-1
Overview
...............................................................................................
.............................................. 3-1
The Emergency Operations Plan
...............................................................................................
.......... 3-1
State and Local Emergency Operations Plans
.............................................................................. 3-2
Structuring an Emergency Operations
Plan........................................................................................
. 3-3
Traditional Functional Format
...............................................................................................
....... 3-4
Emergency Support Function Format
...........................................................................................
3-5
9. Agency-/Department-Focused Format
.......................................................................................... 3-
7
Using Planning Templates
...............................................................................................
.................... 3-9
Additional Types of Plans
...............................................................................................
.................... 3-9
Procedural Documents
...............................................................................................
................. 3-10
Emergency Operations Plan Content
...............................................................................................
.. 3-12
The Basic Plan
...............................................................................................
............................. 3-12
iii
Comprehensive Preparedness Guide 101
iv
Supporting Annexes
...............................................................................................
..................... 3-15
Hazard-, Threat-, or Incident-Specific Annexes
......................................................................... 3-18
10. 4. THE PLANNING PROCESS
...............................................................................................
.............. 4-1
Overview
...............................................................................................
.............................................. 4-1
Steps in the Planning Process
...............................................................................................
............... 4-1
Step 1: Form a Collaborative Planning Team
............................................................................... 4-2
Step 2: Understand the Situation
...............................................................................................
.... 4-7
Step 3: Determine Goals and Objectives
.................................................................................... 4-11
Step 4: Plan Development
...............................................................................................
............ 4-12
Step 5: Plan Preparation, Review, and Approval
........................................................................ 4-16
Step 6: Plan Implementation and Maintenance
........................................................................... 4-25
APPENDIX A: AUTHORITIES AND REFERENCES
...................................................................... A-1
APPENDIX B: LIST OF ACRONYMS AND GLOSSARY
............................................................... B-1
APPENDIX C: EMERGENCY OPERATIONS PLAN
DEVELOPMENT GUIDE ........................ C-1
APPENDIX D: SUGGESTED TRAINING
.......................................................................................... D-
11. 1
Introduction and Overview
Purpose
Comprehensive Preparedness Guide (CPG) 101 provides
guidelines on developing emergency operations
plans (EOP). It promotes a common understanding of the
fundamentals of risk-informed planning and
decision making to help planners examine a hazard or threat and
produce integrated, coordinated, and
synchronized plans. The goal of CPG 101 is to make the
planning process routine across all phases of
emergency management and for all homeland security mission
areas. This Guide helps planners at all
levels of government in their efforts to develop and maintain
viable all-hazards, all-threats EOPs.
Accomplished properly, planning provides a methodical way to
engage the whole community in thinking
through the life cycle of a potential crisis, determining required
capabilities, and establishing a framework
for roles and responsibilities. It shapes how a community
envisions and shares a desired outcome, selects
effective ways to achieve it, and communicates expected
results. Each jurisdiction’s plans must reflect
what that community will do to address its specific risks with
the unique resources it has or can obtain.
Planners achieve unity of purpose through
coordination and integration of plans across all
levels of government, nongovernmental
organizations, the private sector, and individuals
12. and families. This supports the fundamental
principle that, in many situations, emergency management and
homeland security operations start at the
local level and expand to include Federal, state, territorial,
tribal, regional, and private sector assets as the
affected jurisdiction requires additional resources and
capabilities. Plans must, therefore, integrate
vertically to ensure a common operational focus. Similarly,
horizontal integration ensures that individual
department and agency EOPs fit into the jurisdiction’s plans,
and that each department or agency
understands, accepts, and is prepared to execute identified
mission assignments. Incorporating vertical
and horizontal integration into a shared planning community
ensures that the sequence and scope of an
operation are synchronized.
“Let our advance worrying become advanced thinking
and planning.”
Winston Churchill
A shared planning community increases the likelihood of
integration and synchronization, makes
planning cycles more efficient and effective, and makes plan
maintenance easier.
Applicability and Scope
The Federal Emergency Management Agency (FEMA)
recommends that teams responsible for
developing EOPs use CPG 101 to guide their efforts. It provides
a context for emergency planning in
light of other existing plans and describes a universal planning
process. This Guide recognizes that many
jurisdictions across the country have already developed EOPs
13. that address many emergency management
operations. Therefore, CPG 101 establishes no immediate
requirements, but suggests that the next
iteration of all EOPs follow this guidance.
Additionally, regulatory requirements may necessitate the use
of additional guides for the development of
certain EOP annexes (e.g., the requirements for the Radiological
Emergency Preparedness Program).
CPG 101 has been designed to complement the use of those
guides where required by law or regulation.
Intro-1
Comprehensive Preparedness Guide 101
Supersession
CPG 101 replaces State and Local Guide 101, which is
rescinded. In addition, CPG 101 Version 2.0
supersedes CPG 101 Version 1.0, which is rescinded. CPG 101
Version 2.0 also supersedes the Interim
CPG 301, which is rescinded.
How to Use This Guide
CPG 101 is designed to help both novice and experienced
planners navigate the planning process. Used in
its entirety, this Guide provides information and instruction on
the fundamentals of planning and their
application. Chapters 1 and 2 lay the foundation for planning
efforts by providing information on the
basics of planning (Chapter 1) and the environment within
which planners function (Chapter 2). With an
understanding of these fundamentals, the Guide then transitions
from theory to practice by discussing the
14. different plan formats and functions (Chapter 3) and moving
into an explanation of the planning process
(Chapter 4). A detailed checklist, building upon Chapters 3 and
4, is provided in Appendix C. Because
Appendix C provides a set of detailed questions to consider
throughout the planning process, users are
encouraged to copy or remove this checklist and employ it as
they work through the planning process in
Chapter 4.
Suggested Training
To use this Guide to its fullest, users will benefit from training
in emergency management and emergency
planning. Appendix D provides a suggested list of training
courses to increase users’ understanding of
emergency management and emergency planning concepts.
National Incident Management System
Implementation
In November 2005, FEMA’s National Integration Center
published guides for integrating National
Incident Management System (NIMS) concepts into EOPs.1
CPG 101 incorporates the concepts and
suggestions found in those documents, which have been
discontinued.
Administrative Information
Terms and acronyms in the text come from the FEMA
Acronyms, Abbreviations, and Terms; the National
Response Framework (NRF); the NIMS; or the Homeland
Security Act of 2002. Websites referenced in
this Guide were active at the time of its publication.
CPG 101 uses the following contextual definitions for incident,
state, and local government throughout
the document:
15. • Incident means an occurrence or event—natural,
technological, or human-caused—that requires a
response to protect life, property, or the environment (e.g.,
major disasters, emergencies, terrorist
attacks, terrorist threats, civil unrest, wildland and urban fires,
floods, hazardous materials
[HAZMAT] spills, nuclear accidents, aircraft accidents,
earthquakes, hurricanes, tornadoes, tropical
1 State NIMS Integration: Integrating the National Incident
Management System into State Emergency Operations Plans and
Standard Operating Procedures
Local and Tribal NIMS Integration: Integrating the National
Incident Management System into Local and Tribal Emergency
Operations Plans and Standard Operating Procedures
Intro-2
Introduction and Overview
storms, tsunamis, war-related disasters, public health and
medical emergencies, other occurrences
requiring an emergency response).
• State means any state of the United States, and includes the
District of Columbia, the Commonwealth
of Puerto Rico, the Virgin Islands, Guam, American Samoa, the
Commonwealth of the Northern
Mariana Islands, a Native American Tribe or organization,2 an
Alaska native village or Regional
Native Corporation, and any possession of the United States.
16. • Local government means:
– A county, municipality, city, town, township, local public
authority, school district, special
district, intrastate district, council of governments (regardless
of whether the council of
governments is incorporated as a not-for-profit corporation
under state law), regional or interstate
government entity, or agency or instrumentality of a local
government
– A rural community, unincorporated town or village, or other
public entity.
Revision Process
FEMA will revise CPG 101, as needed, and issue change pages
through the publication distribution
system and online through approved sources.
FEMA welcomes recommendations on how to improve this
Guide so it better serves the needs of the
emergency management community. Provide recommendations
for improving this Guide to:
[email protected], ATTN: CPG Initiative – 101.
2 FEMA recognizes that a tribe’s right of self-government flows
from the inherent sovereignty of tribes as nations and that the
Federally-recognized tribes have a unique and direct
relationship with the Federal Government.
Intro-3
Comprehensive Preparedness Guide 101
17. Intro-4
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1. The Basics of Planning
Overview
The elected and appointed leaders in each jurisdiction are
responsible for ensuring that necessary and
appropriate actions are taken to protect people and property
from any threat or hazard. When threatened
by any hazard, citizens expect elected or appointed leaders to
take immediate action to help them resolve
the problem. Citizens expect the government to marshal its
resources, channel the efforts of the whole
community—including voluntary organizations and the private
sector—and, if necessary, solicit
assistance from outside the jurisdiction.
Residents and all sectors of the community have a critical role
and shared responsibility to take
appropriate actions to protect themselves, their families and
organizations, and their properties. Planning
that includes the whole community builds a resilient
community.3
This chapter serves as a foundation for the rest of the Guide by
providing an overview of the basics of
planning. It describes how risk-informed, community-based
planning supports decision making. This
chapter also discusses key planning concepts, effective
planning, and planning pitfalls.
18. Planning Fundamentals
Planning Principles
A
p
pplying the following principles to the planning process is key
to developing an all-hazards plan for
rotecting lives, property, and the environment:
Planning must be community-based,
representing the whole population and its
needs. Understanding the composition of the
population—such as accounting for people with
disabilities, others with access and functional
needs, and for the needs of children—must occur
from the outset of the planning effort. For
example, the demographics of the population, including its
resources and needs, have a profound effect on
evacuation, shelter operations, and family reunification.4
Another key consideration is the integration of
household pets and service animals into the planning process.
Many individuals may make decisions on
whether to comply with protective action measures based on the
jurisdiction’s ability to address the
concerns about their household pets and service animals.
Establishing a profile of the community will also
let planners know if courses of action are feasible. For example,
if the majority of the actual resident
population do not own cars, then planning efforts must account
for greater transportation resource
requirements than if the population was predominately
composed of car-owning households. The
businesses that comprise your jurisdiction must also be a part of
your demographics—your jurisdiction
19. Community-based planning is the concept that
planning must not only be representative of the actual
population within the community, but also must involve
the whole community in the planning process. The
process for engaging the whole community in
community-based planning is discussed in Chapter 4.
3 Per the Department of Homeland Security Risk Lexicon
(http://www.dhs.gov/xlibrary/assets/dhs_risk_lexicon.pdf),
resiliency is the
ability for governments, infrastructures, systems, businesses,
and citizenry to resist, absorb, recover from, or adapt to an
adverse
occurrence that may cause harm or destruction to our health,
safety, economic well-being, essential services, or public
confidence.
4 Planners should ensure compliance with the requirements of
Title VI of the Civil Rights Act of 1964, Executive Order
13166, the
Americans with Disabilities Act, Section 504 of the
Rehabilitation Act, and other Federal, state, or local laws and
anti-discrimination
laws.
1-1
Comprehensive Preparedness Guide 101
may house the only business providing a critical resource to
your area or the Nation. By fully
understanding the composition and requirements of the actual
population (including all segments of the
community), community-based plans will lead to improved
20. response and recovery activities and,
ultimately, overall preparedness.
Planning must include participation from all stakeholders in the
community. Effective planning
ensures that the whole community is represented and involved
in the planning process. The most realistic
and complete plans are prepared by a diverse planning team,
including representatives from the
jurisdiction’s departments and agencies, civic leaders,
businesses, and organizations (e.g., civic, social,
faith-based, humanitarian, educational, advocacy, professional)
who are able to contribute critical
perspectives and/or have a role in executing the plan. The
demographics of the community will aid in
determining who to involve as the planning team is constructed.
Including community leaders
representative of the entire community in planning reinforces
the expectation that the community
members have a shared responsibility and strengthens the public
motivation to conduct planning for
themselves, their families, and their organizations. For example,
it is essential to incorporate individuals
with disabilities or specific access and functional needs and
individuals with limited English proficiency,
as well as the groups and organizations that support these
individuals, in all aspects of the planning
process. When the plan considers and incorporates the views of
the individuals and organizations
assigned tasks within it, they are more likely to accept and use
the plan.
Planning uses a logical and analytical problem-solving process
to help address the complexity and
uncertainty inherent in potential hazards and threats. By
following a set of logical steps that includes
21. gathering and analyzing information, determining operational
objectives, and developing alternative ways
to achieve the objectives, planning allows a jurisdiction or
regional response structure to work through
complex situations. Planning helps a jurisdiction identify the
resources at its disposal to perform critical
tasks and achieve desired outcomes/target levels of
performance. Rather than concentrating on every
detail of how to achieve the objective, an effective plan
structures thinking and supports insight,
creativity, and initiative in the face of an uncertain and fluid
environment. While using a prescribed
planning process cannot guarantee success, inadequate plans
and insufficient planning are proven
contributors to failure.
Planning considers all hazards and threats. While the causes of
emergencies can vary greatly, many of
the effects do not. Planners can address common operational
functions in their basic plans instead of
having unique plans for every type of hazard or threat. For
example, floods, wildfires, HAZMAT releases,
and radiological dispersal devices may lead a jurisdiction to
issue an evacuation order and open shelters.
Even though each hazard’s characteristics (e.g., speed of onset,
size of the affected area) are different, the
general tasks for conducting an evacuation and shelter
operations are the same. Planning for all threats and
hazards ensures that, when addressing emergency functions,
planners identify common tasks and those
responsible for accomplishing the tasks.
Planning should be flexible enough to address both traditional
and catastrophic incidents. Scalable
planning solutions are the most likely to be understood and
executed properly by the operational
22. personnel who have practice in applying them. Planners can test
whether critical plan elements are
sufficiently flexible by exercising them against scenarios of
varying type and magnitude. In some cases,
planners may determine that exceptional policies and
approaches are necessary for responding to and
recovering from catastrophic incidents. These exceptional
planning solutions should be documented
within plans, along with clear descriptions of the triggers that
indicate they are necessary.
Plans must clearly identify the mission and supporting goals
(with desired results). More than any
other plan element, the clear definition of the mission and
supporting goals (which specify desired
results/end-states) enables unity of effort and consistency of
purpose among the multiple groups and
1-2
1. The Basics of Planning
activities involved in executing the plan. Every other plan
element should be designed and evaluated
according to its contributions to accomplishing the missi on and
…
Revised 9/07 Incident Annex -1 of 4
Incident
Annexes
23. Revised 9/07 Incident Annex -2 of 4
Incident Specific Annexes Introduction
Purpose
This section provides an overview of the annexes applicable to
situations requiring
specialized, incident-specific implementation of the Emergency
Operations Plan (EOP).
Background
The Incident Annexes address contingency or hazard situations
requiring specialized
application of the EOP. The annexes in the sections that follow
address the following
situations:
• Catastrophic Incident
• Dam Safety
• Flooding Incident
• Severe Weather
• Hazardous Materials Incident
• Terrorism Incident Law Enforcement
• Warning
24. • Airport
• Pandemic Flu (in development)
• Continuity of Operations (in development)
Incident Annexes are organized alphabetically. Policies and
procedures in the
Catastrophic Incident Annex are overarching and applicable for
all hazards. Similarly,
the mechanisms in the Terrorism Incident Law Enforcemen t and
Investigation Annex
apply when terrorism is associated with any incident.
Incident Annex Contents
The annexes describe the policies, situation, concept of
operations, and responsibilities
pertinent to the type of incident in question.
Policies: Each annex explains unique authorities pertinent to
that incident, the special
actions or declarations that may result, and any special policies
that may apply.
Situation: Each annex describes the incident situation as well
as the planning
assumptions, and outlines the approach that will be used if key
assumptions do not hold.
Concept of Operations: Each annex describes the concept of
operations appropriate
to the incident, unique aspects of the organizational approach,
notification and activation
25. processes, and specialized incident-related actions.
Each annex also details the coordination structures and
positions of authority that are
unique to the type of incident, the specialized response teams or
unique resources
needed, and other special considerations.
Revised 9/07 Incident Annex -3 of 4
Responsibilities: Each Incident Annex identifies the
coordinating and cooperating
agencies involved in an incident-specific response; in some
cases, this responsibility is
held jointly by two or more departments.
The overarching nature of functions described in these annexes
frequently involves
either the support to, or the cooperation of, all departments and
agencies involved in
incident management efforts. In some cases, actions detailed in
the annex also
incorporate various components of local agencies and other
departments and agencies
to ensure seamless integration of and transitions between
preparedness, prevention,
response, recovery, and mitigation activities.
The responsibilities of the coordinating agency and cooperating
agencies are identified
below:
26. Coordinating Department
Coordinating agencies described in the EOP annexes support the
incident management
mission by providing the leadership, expertise, and authorities
to implement critical and
specific aspects of the response. In some annexes, the
responsibilities of the
coordinating agency may be shared or delegated based on the
nature or the location of
the incident.
The coordinating agency is responsible for:
• Orchestrating a coordinated delivery of those functions and
procedures identified
in the annex;
• Providing staff for operations functions at fixed and field
facilities;
• Notifying and sub-tasking cooperating agencies;
• Managing tasks with cooperating agencies, as well as
appropriate State
agencies;
• Working with appropriate private sector organizations to
maximize use of
available resources;
• Supporting and keeping ESFs and other organizational
elements informed of
annex activities;
27. • Planning for short-term and long-term support to incident
management and
recovery operations; and
• Maintaining trained personnel to provide appropriate support.
Cooperating Agency
The coordinating agency will notify cooperating agencies when
their assistance is
needed. Cooperating agencies are responsible for:
• Conducting operations, when requested by the coordinating
agency, using their
own subject-matter experts, capabilities, or resources;
• Participating in planning for incident management and
recovery operations and
development of supporting operational plans, standard operating
procedures,
checklists, and other tools.
Revised 9/07 Incident Annex -4 of 4
• Furnishing available personnel, equipment, or other resources
support as
requested by the Coordinating Agency.
• Participating in training and exercises aimed at continuous
improvement of
prevention, response and recovery capabilities; and
• Nominating new technologies or procedures to improve
28. performance.
CoverHazard Vulnerability AssessmentLocation:Bobsville,
OKDate Updated:7/17/20XXCompleted by:APUSAdapted from
FEMA IS-559 Toolkit
Matrix-NatHazard Vulnerability Matrix -
NaturalLocation:Bobsville, OKDate
Completed:7/17/20XXCompleted
by:APUSHazardProbabilityImpactFrequencyDistributionList
specific hazards which could occur in your community. Include
only natural hazards.HighMajor50
yrsRegionalModerateMinor10 yrsCounty-wideLowNone5-10
yrsLocalizedNone2-3 yrsN/Aevery yearseveral times per
yearWinter StormHighMajor2-3 yrsLocalizedSevere
ThunderstormHighMinorseveral times per yearCounty-
wideTornadoesModerateMajor2-3
yrsLocalizedDroughtModerateMajor5-10
yrsRegionalWildfireModerateMinor5-10 yrsLocalizedDust
StormModerateMinor10
yrsRegionalEarthquakesModerateNoneseveral times per
yearLocalizedHeat WaveLowMinor2-3
yrsRegionalFloodingLowMinor5-10 yrsCounty-
wideHurricaneLowMinor50 yrsRegionalAdapted from FEMA
IS-559 Toolkit
Matrix-TechHazard Vulnerability Matrix -
TechnologicalLocation:Bobsville, OKDate
Completed:7/17/20XXCompleted
by:APUSHazardProbabilityImpactFrequencyDistributionList
specific hazards which could occur in your community. Include
only technology-caused hazards.HighMajor50
yrsRegionalModerateMinor10 yrsCounty-wideLowNone5-10
yrsLocalizedNone2-3 yrsN/Aevery yearseveral times per
yearInformation Technology FailureHighMinorseveral times per
yearLocalizedCommunicationsHighMinorevery
yearLocalizedWaterModerateMajor5-10
29. yrsLocalizedPowerModerateMinor2-3 yrsCounty-
wideGasModerateMinor10
yrsLocalizedSewageModerateMinor50 yrsLocalizedHazardous
Materials ReleaseLowMajor50 yrsCounty-wideRadiological
AccidentLowMajor50 yrsRegionalStructural
Failure/CollapseLowMinor50 yrsLocalizedSupply Chain
InterruptionLowMinor2-3 yrsLocalizedAircraft
CrashLowMinor10 yrsRegionalAdapted from FEMA IS-559
Toolkit
Matrix-ManHazard Vulnerability Matrix -
HumanLocation:Bobsville, OKDate
Completed:7/17/20XXCompleted
by:APUSHazardProbabilityImpactFrequencyDistributionList
specific hazards which could occur in your community. Include
only adversarial or human-caused hazards on this
tab.HighMajor50 yrsRegionalModerateMinor10 yrsCounty-
wideLowNone5-10 yrsLocalizedNone2-3 yrsN/Aevery
yearseveral times per yearCow Chip FestivalHighMajorevery
yearLocalizedState High School Rowing
ChampionshipHighMajorevery yearLocalizedTransportation
AccidentsHighMinorseveral times per
yearLocalizedTheft/vandalismModerateMinorseveral times per
yearLocalizedCivil DisturbanceModerateMinorseveral times per
yearLocalizedCybercrimeModerateMinorevery
yearRegionalPollution (Air, Water, Land)ModerateMinorevery
yearCounty-wideEntrapment/RescueModerateMinorevery
yearLocalizedLost/Abuducted Child/ElderlyModerateMinor2-3
yrsCounty-wideInfectious disease outbreakLowMajor5-10
yrsCounty-wideTerrorism CBRNE, ECOLowMajor50
yrsRegionalActive shooterLowMajor50
yrsLocalizedArsonLowMinor10 yrsLocalizedSupermax
PrisonLowMinor50 yrsRegionalHostage IncidentLowMinor50
yrsLocalizedAdapted from FEMA IS-559 Toolkit
Vuln-NatHazard Vulnerability Spreadsheet -
NaturalLocation:Bobsville, OKDate
Completed:7/17/20XXCompleted by:APUSType of