Rehabilitation Program
Design rehabilitation program for A left-handed college baseball pitcher is in need of a rehabilitation program following Tommy John surgery.
· Use other outside sources in creating your program.
· Your program should include reasoning for your exercises, progressions, phases, etc.
· This paper should be spaced and formatted per APA guidelines, 6th edition.
Format to think about when writing your rehabilitation program.
1. Elbow rehabilitation program.
a. Is the program relevant to the injury, gender, age, and sport? Yes or No ?
b. If no, what is not relevant?
c. If yes, are the exercises clearly described?
d. If no, what is unclear or understated?
e. Are the exercises under the best stages of care? Yes or No ?
f. If no, where should they be moved to?
g. Are benchmarks created to know when progression of the exercises and phases is necessary? Yes or No?
h. What needs to be done to improve these items?
2. Communication
a. Put yourself in the role of the athlete. Are the exercises easy to understand or seem too complicated? Yes or No?
b. If no, what is missing, unclear or over/understated? Where does the communication break down and/or which exercise(s) and/or phase(s) is/are problematic and why?
Additional feedback/comments:
3. Program planning considerations
a. Did the writer take healing timelines and tissues injured into consideration when creating the program? Yes or No?
· If no, what information is missing?
b. Did the writer:
· explain why s/he chose this/these exercises? Yes or No?
· address why s/he believes the exercises will be useful in addressing the issues identified in the scenario? Yes or No?
i. If yes, did the writer accurately apply the exercises to the scenario? Yes or No?
ii. If yes, what clues in the program tell you that the exercises were applied accurately to the rehab phases?
iii. If no, what direction would you give the writer to strengthen this program?
DUE THURSDAY FEBRUARY 27, 2020
Students will be required to develop and write their own approximately 500 word response(2 pgs.)
1. Involving stakeholders in the planning process is extremely important and this includes the citizens if the whole community concept is to be applied. Just looking at your community's plan and website for emergency management, does it appear that the community has been involved in the process, why or why not?
In order to complete this assignment you must watch both videos linked provide below and Read all the attached files. 4 files are attached Answer must be related to the material provided:
Video: https://youtu.be/Ui-eBiMBkXY
https://youtu.be/__VD-cBC2vI
Community Resources & Preparedness
The National Preparedness System outlines an organized process for the whole community to move forward with their preparedness activities and achieve the National Preparedness Goal. The National Preparedness System integrates efforts across the five preparedness mission areas—Prevention, Protection, Mitig.
HM540Week5 Journal EntryReflectionAfter you have completedLizbethQuinonez813
HM540
Week5 Journal Entry
Reflection
After you have completed all of the assignments in this unit, write a 100- to 300-word reflection journal on what you have learned and what questions you may still have.
Write 300 words about my event
Details in the description
For the short time I was at this event I learned a lot about Chinese culture and the
amazing food which they provide for the Dongzhi Celebration. Dongzhi
celebration is a winter festival which has its origin from the Han dynasty, a festival
for Chinese people to gather and chat normally takes place between Dec 21st and
23rd. I meet some people who are like-minded such as myself. We shared similar
goals and ambitions like giving back to the community in which we grew up. what
was even more shocking to me was when we didn't even know each other and
they made me feel very comfortable. The event was pretty small but, I saw the
bigger picture. It was to promote the Chinese culture at TCU so that real
international students have a place to feel welcomed just like VSA. I had a lot of
fun we played games like checkers and head up.
Write 300 words about my eventDetails in the descriptionFor the short time I was at this event I learned a lot about Chinese culture and the amazing food which they provide for the Dongzhi Celebration. Dongzhi celebration is a winter festival which has its origin from the Han dynasty, a festival for Chines...
HM540
Unit5 Assignment
Crisis Intervention Strategy Case Study
In a 5- to 7-page paper (not counting references and abstract pages), describe the seven crisis intervention strategies for a crisis. Find one or more scenarios online that have examples of these strategies and use them as references in your paper.
Your paper should include:
· A listing and description of the seven crisis intervention strategies associated with trauma.
· Explanations of how the seven crisis intervention strategies can be applied in a crisis.
· Examples and/or recommendations of how the seven crisis intervention strategies have been and/or should be used within a scenario situation.
· Starts on Page 332 of the article
PLEASE USE THESE SEVEN CRISIS ONLY:
HM540
Unit5 DQ’s
TOPIC #1 Crisis Intervention Strategies for Leaders
As you contemplate the strategic use of crisis intervention strategies, what lessons have you learned that would help you if you were the local emergency manager for your community? What about if you were a federal coordinating official (FCO) in charge of a major response effort?
Respond Kindly to Student #1
Ryan Davidson
Crisis Intervention Strategies for Leaders
As a local emergency manager, understanding previous disaster response failures and successes is necessary, as the lesson learned from previous events can give insights to the needs of the community or areas that can be improved. Preventative care in the preparation of phase of a disaster should be one of the primary focus points to ensure that r ...
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 ...
September 2013
i
Contents
Executive Summary .............................................................................. 1
1. Preparedness Actions .................................................................... 5
1.1 Recommended Preparedness Actions ...................................................................... 6
1.2 Self-Reported Preparedness Behavior .....................................................................11
1.3 Perceived Barriers to Preparedness .......................................................................12
2. Beliefs about Risk and Efficacy by Hazard .................................... 13
2.1 Perceived Risk and Severity ....................................................................................14
2.2 Perceived Efficacy ...................................................................................................15
2.3 Disaster Groups .......................................................................................................16
3. Beliefs and Experiences Relate to Preparedness Behaviors ......... 17
3.1 Relationships With Preparedness Behaviors ...........................................................18
3.2 Beliefs: Relationship to Preparedness Behaviors .....................................................19
3.3 Experiences: Relationship to Preparedness Behaviors ............................................21
4. Preparedness Profiles Based on Beliefs and Experiences ............ 23
4.1 Preparedness Profiles .............................................................................................24
5. Preparedness Through Social Networks ....................................... 29
5.1 Select Social Networks ............................................................................................30
5.2 The Workplace ........................................................................................................30
5.3 School .....................................................................................................................33
5.4 Volunteerism in Preparedness/Safety/Disasters ......................................................36
5.5 Expectations for Assistance .....................................................................................38
6. Preparedness Among Sociodemographic Groups ......................... 39
Translating Research Into Action ........................................................ 49
Next Steps for FEMA .......................................................................... 51
Appendices ........................................................................................ 55
Appendix A: Methodology .................................................................................................57
Appendix B: Survey Questions Reported in Preparedness in America ............................59
Preparedness in America
ii
Executive Summary .
September 2013
i
Contents
Executive Summary .............................................................................. 1
1. Preparedness Actions .................................................................... 5
1.1 Recommended Preparedness Actions ...................................................................... 6
1.2 Self-Reported Preparedness Behavior .....................................................................11
1.3 Perceived Barriers to Preparedness .......................................................................12
2. Beliefs about Risk and Efficacy by Hazard .................................... 13
2.1 Perceived Risk and Severity ....................................................................................14
2.2 Perceived Efficacy ...................................................................................................15
2.3 Disaster Groups .......................................................................................................16
3. Beliefs and Experiences Relate to Preparedness Behaviors ......... 17
3.1 Relationships With Preparedness Behaviors ...........................................................18
3.2 Beliefs: Relationship to Preparedness Behaviors .....................................................19
3.3 Experiences: Relationship to Preparedness Behaviors ............................................21
4. Preparedness Profiles Based on Beliefs and Experiences ............ 23
4.1 Preparedness Profiles .............................................................................................24
5. Preparedness Through Social Networks ....................................... 29
5.1 Select Social Networks ............................................................................................30
5.2 The Workplace ........................................................................................................30
5.3 School .....................................................................................................................33
5.4 Volunteerism in Preparedness/Safety/Disasters ......................................................36
5.5 Expectations for Assistance .....................................................................................38
6. Preparedness Among Sociodemographic Groups ......................... 39
Translating Research Into Action ........................................................ 49
Next Steps for FEMA .......................................................................... 51
Appendices ........................................................................................ 55
Appendix A: Methodology .................................................................................................57
Appendix B: Survey Questions Reported in Preparedness in America ............................59
Preparedness in America
ii
Executive Summary .
HM500Unit 6 DQTopic 1 Developing an Emergency Response PlanSusanaFurman449
HM500
Unit 6 DQ
Topic 1: Developing an Emergency Response Plan
Developing an emergency response plan is critical and requires considerable planning. The plan must be comprehensive to include, federal, state, local, and private sector resources. Discuss the major components of a quality emergency response plan. In your discussion address how you would ensure that if the plan had to be executed that the organizations involved would be prepared to respond.
Topic 1: Topic 1: Student Response #1: (Respond to Josh below)
Josh Moskaitis
I think we can all agree that conducting a risk assessment in the forefront is perhaps the most important part of any emergency response plan. This sets the foundation for identifying risks and hazards that our response area could be exposed to. Planning, training, coordination and communication are equally as important. Planning helps us to outline how we would respond in kind to the incidents, risks and hazards that we identified in our risk assessment. Training ensures that each agency involved is on not only on the same page but understand their responsibilities once that plan is enacted. Coordination goes hand in hand with training, properly coordinated actions results in a well coordinated dance with everyone knowing their part. And communication, we cannot stress enough how important communication is because if we cannot properly transmit information in real time within the responding agencies, our plan is going to suffer and things could be missed.
The best way to ensure all of these steps are followed and the plan gets executed properly is simply to train on it quarterly as well as hold hot washes, an after action get together where what went right and what went wrong is discussed so that we can improve. Continuous training as well as constant communication is the only way we all get on the same page.
Topic 1: Topic 1: Student Response #2: (Respond to Gabe below)
Gabe Gil
A successful emergency operations plan (EOP) requires cooperation and understanding from all groups and agencies involved. A major component of the EOP is the base plan. “The base plan: Contains the most comprehensive information about the community, its risks, its statutory authorities, and the general concept by which emergency operations are conducted (Haddow et al, 2021, p. 136). This is an important component because it lays out what the problem is, the risks or hazards it proposes, and who has what authority or roles and responsibilities for certain actions. This supports the idea that risk assessment is an important part of the EOP. Risk assessment can also be a great tool for inclusion and preparation of all supporting organizations. Including them in the risk assessment conversation will allow any uncertainty in the plan to be vocalized and help with better cohesion as the plan is implemented.
To make sure that all levels have a common vision of the EOPs goals and focus, we have NIMS and the NRF that help with the concept of ...
HM540Week5 Journal EntryReflectionAfter you have completedLizbethQuinonez813
HM540
Week5 Journal Entry
Reflection
After you have completed all of the assignments in this unit, write a 100- to 300-word reflection journal on what you have learned and what questions you may still have.
Write 300 words about my event
Details in the description
For the short time I was at this event I learned a lot about Chinese culture and the
amazing food which they provide for the Dongzhi Celebration. Dongzhi
celebration is a winter festival which has its origin from the Han dynasty, a festival
for Chinese people to gather and chat normally takes place between Dec 21st and
23rd. I meet some people who are like-minded such as myself. We shared similar
goals and ambitions like giving back to the community in which we grew up. what
was even more shocking to me was when we didn't even know each other and
they made me feel very comfortable. The event was pretty small but, I saw the
bigger picture. It was to promote the Chinese culture at TCU so that real
international students have a place to feel welcomed just like VSA. I had a lot of
fun we played games like checkers and head up.
Write 300 words about my eventDetails in the descriptionFor the short time I was at this event I learned a lot about Chinese culture and the amazing food which they provide for the Dongzhi Celebration. Dongzhi celebration is a winter festival which has its origin from the Han dynasty, a festival for Chines...
HM540
Unit5 Assignment
Crisis Intervention Strategy Case Study
In a 5- to 7-page paper (not counting references and abstract pages), describe the seven crisis intervention strategies for a crisis. Find one or more scenarios online that have examples of these strategies and use them as references in your paper.
Your paper should include:
· A listing and description of the seven crisis intervention strategies associated with trauma.
· Explanations of how the seven crisis intervention strategies can be applied in a crisis.
· Examples and/or recommendations of how the seven crisis intervention strategies have been and/or should be used within a scenario situation.
· Starts on Page 332 of the article
PLEASE USE THESE SEVEN CRISIS ONLY:
HM540
Unit5 DQ’s
TOPIC #1 Crisis Intervention Strategies for Leaders
As you contemplate the strategic use of crisis intervention strategies, what lessons have you learned that would help you if you were the local emergency manager for your community? What about if you were a federal coordinating official (FCO) in charge of a major response effort?
Respond Kindly to Student #1
Ryan Davidson
Crisis Intervention Strategies for Leaders
As a local emergency manager, understanding previous disaster response failures and successes is necessary, as the lesson learned from previous events can give insights to the needs of the community or areas that can be improved. Preventative care in the preparation of phase of a disaster should be one of the primary focus points to ensure that r ...
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 ...
September 2013
i
Contents
Executive Summary .............................................................................. 1
1. Preparedness Actions .................................................................... 5
1.1 Recommended Preparedness Actions ...................................................................... 6
1.2 Self-Reported Preparedness Behavior .....................................................................11
1.3 Perceived Barriers to Preparedness .......................................................................12
2. Beliefs about Risk and Efficacy by Hazard .................................... 13
2.1 Perceived Risk and Severity ....................................................................................14
2.2 Perceived Efficacy ...................................................................................................15
2.3 Disaster Groups .......................................................................................................16
3. Beliefs and Experiences Relate to Preparedness Behaviors ......... 17
3.1 Relationships With Preparedness Behaviors ...........................................................18
3.2 Beliefs: Relationship to Preparedness Behaviors .....................................................19
3.3 Experiences: Relationship to Preparedness Behaviors ............................................21
4. Preparedness Profiles Based on Beliefs and Experiences ............ 23
4.1 Preparedness Profiles .............................................................................................24
5. Preparedness Through Social Networks ....................................... 29
5.1 Select Social Networks ............................................................................................30
5.2 The Workplace ........................................................................................................30
5.3 School .....................................................................................................................33
5.4 Volunteerism in Preparedness/Safety/Disasters ......................................................36
5.5 Expectations for Assistance .....................................................................................38
6. Preparedness Among Sociodemographic Groups ......................... 39
Translating Research Into Action ........................................................ 49
Next Steps for FEMA .......................................................................... 51
Appendices ........................................................................................ 55
Appendix A: Methodology .................................................................................................57
Appendix B: Survey Questions Reported in Preparedness in America ............................59
Preparedness in America
ii
Executive Summary .
September 2013
i
Contents
Executive Summary .............................................................................. 1
1. Preparedness Actions .................................................................... 5
1.1 Recommended Preparedness Actions ...................................................................... 6
1.2 Self-Reported Preparedness Behavior .....................................................................11
1.3 Perceived Barriers to Preparedness .......................................................................12
2. Beliefs about Risk and Efficacy by Hazard .................................... 13
2.1 Perceived Risk and Severity ....................................................................................14
2.2 Perceived Efficacy ...................................................................................................15
2.3 Disaster Groups .......................................................................................................16
3. Beliefs and Experiences Relate to Preparedness Behaviors ......... 17
3.1 Relationships With Preparedness Behaviors ...........................................................18
3.2 Beliefs: Relationship to Preparedness Behaviors .....................................................19
3.3 Experiences: Relationship to Preparedness Behaviors ............................................21
4. Preparedness Profiles Based on Beliefs and Experiences ............ 23
4.1 Preparedness Profiles .............................................................................................24
5. Preparedness Through Social Networks ....................................... 29
5.1 Select Social Networks ............................................................................................30
5.2 The Workplace ........................................................................................................30
5.3 School .....................................................................................................................33
5.4 Volunteerism in Preparedness/Safety/Disasters ......................................................36
5.5 Expectations for Assistance .....................................................................................38
6. Preparedness Among Sociodemographic Groups ......................... 39
Translating Research Into Action ........................................................ 49
Next Steps for FEMA .......................................................................... 51
Appendices ........................................................................................ 55
Appendix A: Methodology .................................................................................................57
Appendix B: Survey Questions Reported in Preparedness in America ............................59
Preparedness in America
ii
Executive Summary .
HM500Unit 6 DQTopic 1 Developing an Emergency Response PlanSusanaFurman449
HM500
Unit 6 DQ
Topic 1: Developing an Emergency Response Plan
Developing an emergency response plan is critical and requires considerable planning. The plan must be comprehensive to include, federal, state, local, and private sector resources. Discuss the major components of a quality emergency response plan. In your discussion address how you would ensure that if the plan had to be executed that the organizations involved would be prepared to respond.
Topic 1: Topic 1: Student Response #1: (Respond to Josh below)
Josh Moskaitis
I think we can all agree that conducting a risk assessment in the forefront is perhaps the most important part of any emergency response plan. This sets the foundation for identifying risks and hazards that our response area could be exposed to. Planning, training, coordination and communication are equally as important. Planning helps us to outline how we would respond in kind to the incidents, risks and hazards that we identified in our risk assessment. Training ensures that each agency involved is on not only on the same page but understand their responsibilities once that plan is enacted. Coordination goes hand in hand with training, properly coordinated actions results in a well coordinated dance with everyone knowing their part. And communication, we cannot stress enough how important communication is because if we cannot properly transmit information in real time within the responding agencies, our plan is going to suffer and things could be missed.
The best way to ensure all of these steps are followed and the plan gets executed properly is simply to train on it quarterly as well as hold hot washes, an after action get together where what went right and what went wrong is discussed so that we can improve. Continuous training as well as constant communication is the only way we all get on the same page.
Topic 1: Topic 1: Student Response #2: (Respond to Gabe below)
Gabe Gil
A successful emergency operations plan (EOP) requires cooperation and understanding from all groups and agencies involved. A major component of the EOP is the base plan. “The base plan: Contains the most comprehensive information about the community, its risks, its statutory authorities, and the general concept by which emergency operations are conducted (Haddow et al, 2021, p. 136). This is an important component because it lays out what the problem is, the risks or hazards it proposes, and who has what authority or roles and responsibilities for certain actions. This supports the idea that risk assessment is an important part of the EOP. Risk assessment can also be a great tool for inclusion and preparation of all supporting organizations. Including them in the risk assessment conversation will allow any uncertainty in the plan to be vocalized and help with better cohesion as the plan is implemented.
To make sure that all levels have a common vision of the EOPs goals and focus, we have NIMS and the NRF that help with the concept of ...
Assessment 3 Instructions Disaster Recovery PlanDevelop a d.docxgalerussel59292
Assessment 3 Instructions: Disaster Recovery Plan
Develop a disaster recovery plan to lessen health disparities and improve access to community services after a disaster. Then, develop and record an 8-10 slide presentation (PowerPoint preferred) of the plan with audio for the Vila Health system, city officials, and the disaster relief team.
As you begin to prepare this assessment, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement.
Professional Context
Nurses fulfill a variety of roles, and their diverse responsibilities as health care providers extend to the community. The decisions we make daily and in times of crisis often involve the balancing of human rights with medical necessities, equitable access to services, legal and ethical mandates, and financial constraints. When an unanticipated event occurs, such as an accident or natural disaster, issues can arise that complicate decisions about meeting the needs of an individual or group, including understanding and upholding their rights and desires, mediating conflict, and applying established ethical and legal standards of nursing care. As a nurse, you must be knowledgeable about disaster preparedness to safeguard those in your care. You are also accountable for promoting equitable quality of care for community residents.
This assessment provides an opportunity for you to apply the concepts of emergency preparedness, public health assessment, triage, management, and surveillance after a disaster. You will also focus on hospital evacuation and extended displacement periods.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Analyze health risks and health care needs among distinct populations.
Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community.
Competency 2: Propose health promotion strategies to improve the health of populations.
Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts.
Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
Explain how health and governmental policy affect disaster recovery efforts.
Competency 4: Integrate principles of social justice in community health interventions.
Explain how a proposed disaster recovery plan will lessen health disparities and improve access to community services.
Competency 5: Apply professional, scholarly .
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.
1
2
Social Media Campaign
(B) Community Health Nursing Diagnosis Statement
Format:
Increased risk of (identification of health problem or risk) among (affected aggregate or community) related to (etiological to causal statement) as demonstrated by (evidence or support for diagnosis).
Example:
Community Health Nursing Diagnosis: Social Isolation of the Elderly:Increased risk of social isolation among the elderly population of xyz county (your county or city) related to lack of social activities due to the current pandemic as demonstrated by above average depression rates among the elderly.
This statement clearly identifies the population of interest and the problem, but also gives clues to potential experience activities: Would more interactive activities available on social media be a solution? Or are there safe methods for the elderly to attend activities in the community? Is there adequate bus or transportation for the elderly?
Refer to:
· Unit 2 Module 2 of the course for the role of nurses in community health promotion and prevention.
· Unit 3 Module 3 of the course to understand assessment of the community.
· Unit 4 Module 4 of the course to assist with identifying the target population.
(B1) Health Inequity/Disparity
For the section on health inequities/disparities, you will identify imbalances of service within your community and provide data to support these imbalances or inequities. Think about your general population and populations at risk related to your health concern. For health disparity you will explain why your target population is more at risk, being left out, or in need of attention compared to other groups. For example, from your Field Experience did you identify any vulnerable populations of the community who were at a disadvantage for services? Was insurance, access to services, income, location, lack of understanding contributes to some individuals not receiving higher levels of resources? You will back up your findings with data from your community. The data can include statistics supporting poverty levels, transportation services, insurance or lack of insurance, organizations available to community members, etc.……
Refer to:
· Unit 3 Module 3 (page 14) of the course for sources and data to assist with the community assessment and identify the inequity/disparity leading to the topic.
· Unit 3 Module 3 (page 16) of the course for Healthy People 2020 Topics and Objectives.
(B1a) Primary community and Prevention Resources
In this section you will discuss the significant resources you found in your community during the field experience to support prevention/promotion of the health concern.
Refer to:
· Unit 3 Module 3 of the course to understand assessment of the community.
(B1b) Underlying Causes
Accurately and logically discuss the underlying causes that contribute to the selected primary health concern. (This may be similar from the information you included in section B1).
R ...
1
2
Social Media Campaign
(B) Community Health Nursing Diagnosis Statement
Format:
Increased risk of (identification of health problem or risk) among (affected aggregate or community) related to (etiological to causal statement) as demonstrated by (evidence or support for diagnosis).
Example:
Community Health Nursing Diagnosis: Social Isolation of the Elderly:Increased risk of social isolation among the elderly population of xyz county (your county or city) related to lack of social activities due to the current pandemic as demonstrated by above average depression rates among the elderly.
This statement clearly identifies the population of interest and the problem, but also gives clues to potential experience activities: Would more interactive activities available on social media be a solution? Or are there safe methods for the elderly to attend activities in the community? Is there adequate bus or transportation for the elderly?
Refer to:
· Unit 2 Module 2 of the course for the role of nurses in community health promotion and prevention.
· Unit 3 Module 3 of the course to understand assessment of the community.
· Unit 4 Module 4 of the course to assist with identifying the target population.
(B1) Health Inequity/Disparity
For the section on health inequities/disparities, you will identify imbalances of service within your community and provide data to support these imbalances or inequities. Think about your general population and populations at risk related to your health concern. For health disparity you will explain why your target population is more at risk, being left out, or in need of attention compared to other groups. For example, from your Field Experience did you identify any vulnerable populations of the community who were at a disadvantage for services? Was insurance, access to services, income, location, lack of understanding contributes to some individuals not receiving higher levels of resources? You will back up your findings with data from your community. The data can include statistics supporting poverty levels, transportation services, insurance or lack of insurance, organizations available to community members, etc.……
Refer to:
· Unit 3 Module 3 (page 14) of the course for sources and data to assist with the community assessment and identify the inequity/disparity leading to the topic.
· Unit 3 Module 3 (page 16) of the course for Healthy People 2020 Topics and Objectives.
(B1a) Primary community and Prevention Resources
In this section you will discuss the significant resources you found in your community during the field experience to support prevention/promotion of the health concern.
Refer to:
· Unit 3 Module 3 of the course to understand assessment of the community.
(B1b) Underlying Causes
Accurately and logically discuss the underlying causes that contribute to the selected primary health concern. (This may be similar from the information you included in section B1).
R ...
Develop a disaster recovery plan to lessen health disparities an.docxjakeomoore75037
Develop a disaster recovery plan to lessen health disparities and improve access to community services after a disaster. Then, develop and record an 8-10 slide presentation (PowerPoint preferred) of the plan with audio for the Vila Health system, city officials, and the disaster relief team.
As you begin to prepare this assessment, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement.
Professional Context
Nurses fulfill a variety of roles, and their diverse responsibilities as health care providers extend to the community. The decisions we make daily and in times of crisis often involve the balancing of human rights with medical necessities, equitable access to services, legal and ethical mandates, and financial constraints. When an unanticipated event occurs, such as an accident or natural disaster, issues can arise that complicate decisions about meeting the needs of an individual or group, including understanding and upholding their rights and desires, mediating conflict, and applying established ethical and legal standards of nursing care. As a nurse, you must be knowledgeable about disaster preparedness to safeguard those in your care. You are also accountable for promoting equitable quality of care for community residents.
This assessment provides an opportunity for you to apply the concepts of emergency preparedness, public health assessment, triage, management, and surveillance after a disaster. You will also focus on hospital evacuation and extended displacement periods.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Analyze health risks and health care needs among distinct populations.
Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community.
Competency 2: Propose health promotion strategies to improve the health of populations.
Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts.
Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
Explain how health and governmental policy affect disaster recovery efforts.
Competency 4: Integrate principles of social justice in community health interventions.
Explain how a proposed disaster recovery plan will lessen health disparities and improve access to community services.
Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population .
Develop a disaster recovery plan to lessen health disparities and im.docxkhenry4
Develop a disaster recovery plan to lessen health disparities and improve access to community services after a disaster. Then, develop and record an 8-10 slide presentation (PowerPoint preferred) of the plan with audio for the Vila Health system, city officials, and the disaster relief team.
As you begin to prepare this assessment, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement.
Professional Context
Nurses fulfill a variety of roles, and their diverse responsibilities as health care providers extend to the community. The decisions we make daily and in times of crisis often involve the balancing of human rights with medical necessities, equitable access to services, legal and ethical mandates, and financial constraints. When an unanticipated event occurs, such as an accident or natural disaster, issues can arise that complicate decisions about meeting the needs of an individual or group, including understanding and upholding their rights and desires, mediating conflict, and applying established ethical and legal standards of nursing care. As a nurse, you must be knowledgeable about disaster preparedness to safeguard those in your care. You are also accountable for promoting equitable quality of care for community residents.
This assessment provides an opportunity for you to apply the concepts of emergency preparedness, public health assessment, triage, management, and surveillance after a disaster. You will also focus on hospital evacuation and extended displacement periods.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Analyze health risks and health care needs among distinct populations.
Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community.
Competency 2: Propose health promotion strategies to improve the health of populations.
Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts.
Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
Explain how health and governmental policy affect disaster recovery efforts.
Competency 4: Integrate principles of social justice in community health interventions.
Explain how a proposed disaster recovery plan will lessen health disparities and improve access to community services.
Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve populat.
Develop a disaster recovery plan to lessen health disparities an.docxkhenry4
Develop a disaster recovery plan to lessen health disparities and improve access to community services after a disaster. Then, develop and record a 10-12 slide presentation (please refer to the PowerPoint tutorial) of the plan with audio and speaker notes for the Vila Health system, city officials, and the disaster relief team.
As you begin to prepare this assessment, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement.
Professional Context
Nurses perform a variety of roles and their responsibilities as health care providers extend to the community. The decisions we make daily and in times of crisis often involve the balancing of human rights with medical necessities, equitable access to services, legal and ethical mandates, and financial constraints. In the event of a major accident or natural disaster, many issues can complicate decisions concerning the needs of an individual or group, including understanding and upholding rights and desires, mediating conflict, and applying established ethical and legal standards of nursing care. As a nurse, you must be knowledgeable about disaster preparedness and recovery to safeguard those in your care. As an advocate, you are also accountable for promoting equitable services and quality care for the diverse community.
Nurses work alongside first responders, other professionals, volunteers, and the health department to safeguard the community. Some concerns during a disaster and recovery period include the possibility of death and infectious disease due to debris and/or contamination of the water, air, food supply, or environment. Various degrees of injury may also occur during disasters, terrorism, and violent conflicts.
To maximize survival, first responders must use a triage system to assign victims according to the severity of their condition/prognosis in order to allocate equitable resources and provide treatment. During infectious disease outbreaks, triage does not take the place of routine clinical triage.
Trace-mapping becomes an important step to interrupting the spread of all infectious diseases to prevent or curtail morbidity and mortality in the community. A vital step in trace-mapping is the identification of the infectious individual or group and isolating or quarantining them. During the trace-mapping process, these individuals are interviewed to identify those who have had close contact with them. Contacts are notified of their potential exposure, testing referrals become paramount, and individuals are connected with appropriate services they might need during the self-quarantine period (CDC, 2020).
An example of such disaster is the COVID-19 pandemic of 2020. People who had contact with someone .
Paper: What is disaster resilience education?Neil Dufty
Paper Presented at the
Australian and New Zealand Disaster and Emergency Management Conference
Surfers Paradise, Gold Coast (QLD), 5-7 May 2014
Community disaster education, communication and engagement (ECE) is an integral component of emergency management in Australia and around the world. Its main goal is to promote public safety and, to a lesser extent, reduce damages. However, many governments around the world, including Australia, aim to also build community disaster resilience, with learning viewed as a critical mechanism. There is therefore a need to examine current community disaster ECE practices with a view to aligning them to the broader goal of disaster resilience. To attempt this, an exploratory research methodology was utilised to examine possible education content and processes that could be used by emergency agencies and other organisations to design plans, programs and activities that build disaster resilience in local communities.
The research found that disaster resilience ECE content should not only cover preparedness and response aspects, but also learning about speedy and effective recovery for people, organisations (e.g. businesses) and communities. It found that disaster resilience ECE should also involve learning about the community itself, including how to reduce vulnerabilities and connect communities through social capital formation.
As a result of the research, opportunities for disaster resilience ECE were identified in the main learning domains: behavioural, cognitive, affective and social. The findings demonstrated that many current disaster ECE programs are only using limited parts of this learning ‘spectrum’, although this would be significantly increased by further embracing social media as a disaster resilience learning medium. The research also identified a framework to design disaster resilience ECE programs that can be used for any community. The framework includes guiding principles, ‘palettes’ from which to choose appropriate learning content and processes, and a series of ‘filters’ to tailor the programs to specific disaster-impacted communities.
Reflective PostAnthony Johnson posted Apr 2, 2020 318 PMThe.docxcarlt3
Reflective Post
Anthony Johnson posted Apr 2, 2020 3:18 PM
The readings and assignments throughout this course have been very important in enhancing my skills and knowledge about human resource management both in the public and private sector. Based on these readings, I was able to learn about the various legal measures that have been established to enhance the welfare of employees across the country from the actions of their employers. In addition, the readings and assignments enabled me to learn about the various approaches that are used by the employers to motivate their employees and ramp up productivity. some of the key concepts that I believe are applicable to my work experience, profession, and career plans for the future include the use of total rewards to motivate employees, the role of employment at will and other legislations, as well as the changes that have been made in employment laws to improve the working conditions for the employees.
Employee motivation has a key role in ensuring that individuals are able to achieve high standards of performance and productivity. Employers use different approaches to ensure that their employees remain fully committed and satisfied with the workplace environment. Lack of satisfaction is likely to negatively impact their performance, which in turn affects the performance of the entire organization. The various legislations that have been passed by the government such as the employment at will, aim at protecting the interests of both the employees and their employers. From the readings and assignments, I was able to learn the rights and obligations that I have as an individual as well as what I should expect from my employer. Such knowledge is important not only for my present career but also for my future career plans.
The government, through the Department of Labor (DoL) has made significant efforts to ensure that the interests of the American employees are adequately protected. At the same time, the government seeks to ensure that the employers are acting in a manner that benefits the economy while focusing on the interests of the employees. Over the years, the regulatory environment has changed, in a bid to adapt to the changes occurring in the workplace. This has ensured that effect HRM practices are adopted across the board thereby enhancing the welfare of all the employees.
One key part of the course that helped shape my perception of the role of HRM in the private sector was the Module 3 Assignments. These assignments enabled me to evaluate some of the tasks carried out by the HRM in private organizations and how they rhyme with the practices in the public sector. Based on the assignments, I was able to learn how legislation such as Employment at Will Doctrine, Immigration Reform and Control Act (IRCA), and the Uniformed Services Employment and Reemployment Rights Act (USERRA) have impacted the private sector human resource management practices.
Module 1 - Background
EQUAL EMPLOYMENT .
Reflective Report
Student Number: 15833856
Module code: HR380
Content of Table
1. Introduction----------------------------------------------------------------------------------3
2. Reflective Report ---------------------------------------------------------------------------3
University experience -------------------------------------------------------------------------3
2.1 Group Report------------------------------------------------------------------------ 3-4
2.1 Extracurricular activity -----------------------------------------------------------5
3. Personal Analysis ---------------------------------------------------------------------------6
Personal Development Plan -----------------------------------------------------------6
4. Conclusion -----------------------------------------------------------------------------------7
5. Reference ------------------------------------------------------------------------------------8
1. Introduction
The aim of this reflective report is to develop a reflective statement concerning the previous experience, and develop a draft idea to assess self-ability in order to enhance future learning or future employability behaviours. The reflection statement is used to measure outputs and allow individuals to look back on their value (Watt et, al.,2001) Therefore, in this report I will demonstrate my university experience particularly “ Developing centre - Group work” and extracurricular activity. I will use both kinds of information to continue from the original learning context; there are two elements to consider in carrying out development areas; combining the elements from the break down experience, which suggests new insight, and finally through evaluation, the action of decision making will be made based on criteria or systematic judgement. (Bloom,1954) An experiential reflection will offer the opportunity to discuss personal context within practicum, as to do so allows an insight and perspective for professional personal growth (Monaghan et al. 2012) as the Kolb’s learning cycle (1984) will be adopted to encourage a high level of reflection approach. Furthermore, a personal development plan will be included in the appendix at the end of the report, which includes the overall competencies that I wish to work on from the past or those competencies that I am planning to work on in the future (Brown, 1995; McMullan et al., 2003; Redman, 1994; Seng and Seng, 1996; Smith and Tillema, 1998; Snadden et al., 1996).
2. Reflective Report
The reflective work is on certain experiences at university and the extracurricular role which demonstrate significant capability for professional competencies, which in order to gain better skills, overcomes conflict and improves future performance.
2.1 The university experience – Group work in developing centre
We did throwback group work on a dev.
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Assessment 3 Instructions: Disaster Recovery Plan
Develop a disaster recovery plan to lessen health disparities and improve access to community services after a disaster. Then, develop and record an 8-10 slide presentation (PowerPoint preferred) of the plan with audio for the Vila Health system, city officials, and the disaster relief team.
As you begin to prepare this assessment, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement.
Professional Context
Nurses fulfill a variety of roles, and their diverse responsibilities as health care providers extend to the community. The decisions we make daily and in times of crisis often involve the balancing of human rights with medical necessities, equitable access to services, legal and ethical mandates, and financial constraints. When an unanticipated event occurs, such as an accident or natural disaster, issues can arise that complicate decisions about meeting the needs of an individual or group, including understanding and upholding their rights and desires, mediating conflict, and applying established ethical and legal standards of nursing care. As a nurse, you must be knowledgeable about disaster preparedness to safeguard those in your care. You are also accountable for promoting equitable quality of care for community residents.
This assessment provides an opportunity for you to apply the concepts of emergency preparedness, public health assessment, triage, management, and surveillance after a disaster. You will also focus on hospital evacuation and extended displacement periods.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Analyze health risks and health care needs among distinct populations.
Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community.
Competency 2: Propose health promotion strategies to improve the health of populations.
Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts.
Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
Explain how health and governmental policy affect disaster recovery efforts.
Competency 4: Integrate principles of social justice in community health interventions.
Explain how a proposed disaster recovery plan will lessen health disparities and improve access to community services.
Competency 5: Apply professional, scholarly .
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(B) Community Health Nursing Diagnosis Statement
Format:
Increased risk of (identification of health problem or risk) among (affected aggregate or community) related to (etiological to causal statement) as demonstrated by (evidence or support for diagnosis).
Example:
Community Health Nursing Diagnosis: Social Isolation of the Elderly:Increased risk of social isolation among the elderly population of xyz county (your county or city) related to lack of social activities due to the current pandemic as demonstrated by above average depression rates among the elderly.
This statement clearly identifies the population of interest and the problem, but also gives clues to potential experience activities: Would more interactive activities available on social media be a solution? Or are there safe methods for the elderly to attend activities in the community? Is there adequate bus or transportation for the elderly?
Refer to:
· Unit 2 Module 2 of the course for the role of nurses in community health promotion and prevention.
· Unit 3 Module 3 of the course to understand assessment of the community.
· Unit 4 Module 4 of the course to assist with identifying the target population.
(B1) Health Inequity/Disparity
For the section on health inequities/disparities, you will identify imbalances of service within your community and provide data to support these imbalances or inequities. Think about your general population and populations at risk related to your health concern. For health disparity you will explain why your target population is more at risk, being left out, or in need of attention compared to other groups. For example, from your Field Experience did you identify any vulnerable populations of the community who were at a disadvantage for services? Was insurance, access to services, income, location, lack of understanding contributes to some individuals not receiving higher levels of resources? You will back up your findings with data from your community. The data can include statistics supporting poverty levels, transportation services, insurance or lack of insurance, organizations available to community members, etc.……
Refer to:
· Unit 3 Module 3 (page 14) of the course for sources and data to assist with the community assessment and identify the inequity/disparity leading to the topic.
· Unit 3 Module 3 (page 16) of the course for Healthy People 2020 Topics and Objectives.
(B1a) Primary community and Prevention Resources
In this section you will discuss the significant resources you found in your community during the field experience to support prevention/promotion of the health concern.
Refer to:
· Unit 3 Module 3 of the course to understand assessment of the community.
(B1b) Underlying Causes
Accurately and logically discuss the underlying causes that contribute to the selected primary health concern. (This may be similar from the information you included in section B1).
R ...
1
2
Social Media Campaign
(B) Community Health Nursing Diagnosis Statement
Format:
Increased risk of (identification of health problem or risk) among (affected aggregate or community) related to (etiological to causal statement) as demonstrated by (evidence or support for diagnosis).
Example:
Community Health Nursing Diagnosis: Social Isolation of the Elderly:Increased risk of social isolation among the elderly population of xyz county (your county or city) related to lack of social activities due to the current pandemic as demonstrated by above average depression rates among the elderly.
This statement clearly identifies the population of interest and the problem, but also gives clues to potential experience activities: Would more interactive activities available on social media be a solution? Or are there safe methods for the elderly to attend activities in the community? Is there adequate bus or transportation for the elderly?
Refer to:
· Unit 2 Module 2 of the course for the role of nurses in community health promotion and prevention.
· Unit 3 Module 3 of the course to understand assessment of the community.
· Unit 4 Module 4 of the course to assist with identifying the target population.
(B1) Health Inequity/Disparity
For the section on health inequities/disparities, you will identify imbalances of service within your community and provide data to support these imbalances or inequities. Think about your general population and populations at risk related to your health concern. For health disparity you will explain why your target population is more at risk, being left out, or in need of attention compared to other groups. For example, from your Field Experience did you identify any vulnerable populations of the community who were at a disadvantage for services? Was insurance, access to services, income, location, lack of understanding contributes to some individuals not receiving higher levels of resources? You will back up your findings with data from your community. The data can include statistics supporting poverty levels, transportation services, insurance or lack of insurance, organizations available to community members, etc.……
Refer to:
· Unit 3 Module 3 (page 14) of the course for sources and data to assist with the community assessment and identify the inequity/disparity leading to the topic.
· Unit 3 Module 3 (page 16) of the course for Healthy People 2020 Topics and Objectives.
(B1a) Primary community and Prevention Resources
In this section you will discuss the significant resources you found in your community during the field experience to support prevention/promotion of the health concern.
Refer to:
· Unit 3 Module 3 of the course to understand assessment of the community.
(B1b) Underlying Causes
Accurately and logically discuss the underlying causes that contribute to the selected primary health concern. (This may be similar from the information you included in section B1).
R ...
Develop a disaster recovery plan to lessen health disparities an.docxjakeomoore75037
Develop a disaster recovery plan to lessen health disparities and improve access to community services after a disaster. Then, develop and record an 8-10 slide presentation (PowerPoint preferred) of the plan with audio for the Vila Health system, city officials, and the disaster relief team.
As you begin to prepare this assessment, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement.
Professional Context
Nurses fulfill a variety of roles, and their diverse responsibilities as health care providers extend to the community. The decisions we make daily and in times of crisis often involve the balancing of human rights with medical necessities, equitable access to services, legal and ethical mandates, and financial constraints. When an unanticipated event occurs, such as an accident or natural disaster, issues can arise that complicate decisions about meeting the needs of an individual or group, including understanding and upholding their rights and desires, mediating conflict, and applying established ethical and legal standards of nursing care. As a nurse, you must be knowledgeable about disaster preparedness to safeguard those in your care. You are also accountable for promoting equitable quality of care for community residents.
This assessment provides an opportunity for you to apply the concepts of emergency preparedness, public health assessment, triage, management, and surveillance after a disaster. You will also focus on hospital evacuation and extended displacement periods.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Analyze health risks and health care needs among distinct populations.
Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community.
Competency 2: Propose health promotion strategies to improve the health of populations.
Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts.
Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
Explain how health and governmental policy affect disaster recovery efforts.
Competency 4: Integrate principles of social justice in community health interventions.
Explain how a proposed disaster recovery plan will lessen health disparities and improve access to community services.
Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population .
Develop a disaster recovery plan to lessen health disparities and im.docxkhenry4
Develop a disaster recovery plan to lessen health disparities and improve access to community services after a disaster. Then, develop and record an 8-10 slide presentation (PowerPoint preferred) of the plan with audio for the Vila Health system, city officials, and the disaster relief team.
As you begin to prepare this assessment, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement.
Professional Context
Nurses fulfill a variety of roles, and their diverse responsibilities as health care providers extend to the community. The decisions we make daily and in times of crisis often involve the balancing of human rights with medical necessities, equitable access to services, legal and ethical mandates, and financial constraints. When an unanticipated event occurs, such as an accident or natural disaster, issues can arise that complicate decisions about meeting the needs of an individual or group, including understanding and upholding their rights and desires, mediating conflict, and applying established ethical and legal standards of nursing care. As a nurse, you must be knowledgeable about disaster preparedness to safeguard those in your care. You are also accountable for promoting equitable quality of care for community residents.
This assessment provides an opportunity for you to apply the concepts of emergency preparedness, public health assessment, triage, management, and surveillance after a disaster. You will also focus on hospital evacuation and extended displacement periods.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Analyze health risks and health care needs among distinct populations.
Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community.
Competency 2: Propose health promotion strategies to improve the health of populations.
Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts.
Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
Explain how health and governmental policy affect disaster recovery efforts.
Competency 4: Integrate principles of social justice in community health interventions.
Explain how a proposed disaster recovery plan will lessen health disparities and improve access to community services.
Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve populat.
Develop a disaster recovery plan to lessen health disparities an.docxkhenry4
Develop a disaster recovery plan to lessen health disparities and improve access to community services after a disaster. Then, develop and record a 10-12 slide presentation (please refer to the PowerPoint tutorial) of the plan with audio and speaker notes for the Vila Health system, city officials, and the disaster relief team.
As you begin to prepare this assessment, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement.
Professional Context
Nurses perform a variety of roles and their responsibilities as health care providers extend to the community. The decisions we make daily and in times of crisis often involve the balancing of human rights with medical necessities, equitable access to services, legal and ethical mandates, and financial constraints. In the event of a major accident or natural disaster, many issues can complicate decisions concerning the needs of an individual or group, including understanding and upholding rights and desires, mediating conflict, and applying established ethical and legal standards of nursing care. As a nurse, you must be knowledgeable about disaster preparedness and recovery to safeguard those in your care. As an advocate, you are also accountable for promoting equitable services and quality care for the diverse community.
Nurses work alongside first responders, other professionals, volunteers, and the health department to safeguard the community. Some concerns during a disaster and recovery period include the possibility of death and infectious disease due to debris and/or contamination of the water, air, food supply, or environment. Various degrees of injury may also occur during disasters, terrorism, and violent conflicts.
To maximize survival, first responders must use a triage system to assign victims according to the severity of their condition/prognosis in order to allocate equitable resources and provide treatment. During infectious disease outbreaks, triage does not take the place of routine clinical triage.
Trace-mapping becomes an important step to interrupting the spread of all infectious diseases to prevent or curtail morbidity and mortality in the community. A vital step in trace-mapping is the identification of the infectious individual or group and isolating or quarantining them. During the trace-mapping process, these individuals are interviewed to identify those who have had close contact with them. Contacts are notified of their potential exposure, testing referrals become paramount, and individuals are connected with appropriate services they might need during the self-quarantine period (CDC, 2020).
An example of such disaster is the COVID-19 pandemic of 2020. People who had contact with someone .
Paper: What is disaster resilience education?Neil Dufty
Paper Presented at the
Australian and New Zealand Disaster and Emergency Management Conference
Surfers Paradise, Gold Coast (QLD), 5-7 May 2014
Community disaster education, communication and engagement (ECE) is an integral component of emergency management in Australia and around the world. Its main goal is to promote public safety and, to a lesser extent, reduce damages. However, many governments around the world, including Australia, aim to also build community disaster resilience, with learning viewed as a critical mechanism. There is therefore a need to examine current community disaster ECE practices with a view to aligning them to the broader goal of disaster resilience. To attempt this, an exploratory research methodology was utilised to examine possible education content and processes that could be used by emergency agencies and other organisations to design plans, programs and activities that build disaster resilience in local communities.
The research found that disaster resilience ECE content should not only cover preparedness and response aspects, but also learning about speedy and effective recovery for people, organisations (e.g. businesses) and communities. It found that disaster resilience ECE should also involve learning about the community itself, including how to reduce vulnerabilities and connect communities through social capital formation.
As a result of the research, opportunities for disaster resilience ECE were identified in the main learning domains: behavioural, cognitive, affective and social. The findings demonstrated that many current disaster ECE programs are only using limited parts of this learning ‘spectrum’, although this would be significantly increased by further embracing social media as a disaster resilience learning medium. The research also identified a framework to design disaster resilience ECE programs that can be used for any community. The framework includes guiding principles, ‘palettes’ from which to choose appropriate learning content and processes, and a series of ‘filters’ to tailor the programs to specific disaster-impacted communities.
Reflective PostAnthony Johnson posted Apr 2, 2020 318 PMThe.docxcarlt3
Reflective Post
Anthony Johnson posted Apr 2, 2020 3:18 PM
The readings and assignments throughout this course have been very important in enhancing my skills and knowledge about human resource management both in the public and private sector. Based on these readings, I was able to learn about the various legal measures that have been established to enhance the welfare of employees across the country from the actions of their employers. In addition, the readings and assignments enabled me to learn about the various approaches that are used by the employers to motivate their employees and ramp up productivity. some of the key concepts that I believe are applicable to my work experience, profession, and career plans for the future include the use of total rewards to motivate employees, the role of employment at will and other legislations, as well as the changes that have been made in employment laws to improve the working conditions for the employees.
Employee motivation has a key role in ensuring that individuals are able to achieve high standards of performance and productivity. Employers use different approaches to ensure that their employees remain fully committed and satisfied with the workplace environment. Lack of satisfaction is likely to negatively impact their performance, which in turn affects the performance of the entire organization. The various legislations that have been passed by the government such as the employment at will, aim at protecting the interests of both the employees and their employers. From the readings and assignments, I was able to learn the rights and obligations that I have as an individual as well as what I should expect from my employer. Such knowledge is important not only for my present career but also for my future career plans.
The government, through the Department of Labor (DoL) has made significant efforts to ensure that the interests of the American employees are adequately protected. At the same time, the government seeks to ensure that the employers are acting in a manner that benefits the economy while focusing on the interests of the employees. Over the years, the regulatory environment has changed, in a bid to adapt to the changes occurring in the workplace. This has ensured that effect HRM practices are adopted across the board thereby enhancing the welfare of all the employees.
One key part of the course that helped shape my perception of the role of HRM in the private sector was the Module 3 Assignments. These assignments enabled me to evaluate some of the tasks carried out by the HRM in private organizations and how they rhyme with the practices in the public sector. Based on the assignments, I was able to learn how legislation such as Employment at Will Doctrine, Immigration Reform and Control Act (IRCA), and the Uniformed Services Employment and Reemployment Rights Act (USERRA) have impacted the private sector human resource management practices.
Module 1 - Background
EQUAL EMPLOYMENT .
Reflective Report
Student Number: 15833856
Module code: HR380
Content of Table
1. Introduction----------------------------------------------------------------------------------3
2. Reflective Report ---------------------------------------------------------------------------3
University experience -------------------------------------------------------------------------3
2.1 Group Report------------------------------------------------------------------------ 3-4
2.1 Extracurricular activity -----------------------------------------------------------5
3. Personal Analysis ---------------------------------------------------------------------------6
Personal Development Plan -----------------------------------------------------------6
4. Conclusion -----------------------------------------------------------------------------------7
5. Reference ------------------------------------------------------------------------------------8
1. Introduction
The aim of this reflective report is to develop a reflective statement concerning the previous experience, and develop a draft idea to assess self-ability in order to enhance future learning or future employability behaviours. The reflection statement is used to measure outputs and allow individuals to look back on their value (Watt et, al.,2001) Therefore, in this report I will demonstrate my university experience particularly “ Developing centre - Group work” and extracurricular activity. I will use both kinds of information to continue from the original learning context; there are two elements to consider in carrying out development areas; combining the elements from the break down experience, which suggests new insight, and finally through evaluation, the action of decision making will be made based on criteria or systematic judgement. (Bloom,1954) An experiential reflection will offer the opportunity to discuss personal context within practicum, as to do so allows an insight and perspective for professional personal growth (Monaghan et al. 2012) as the Kolb’s learning cycle (1984) will be adopted to encourage a high level of reflection approach. Furthermore, a personal development plan will be included in the appendix at the end of the report, which includes the overall competencies that I wish to work on from the past or those competencies that I am planning to work on in the future (Brown, 1995; McMullan et al., 2003; Redman, 1994; Seng and Seng, 1996; Smith and Tillema, 1998; Snadden et al., 1996).
2. Reflective Report
The reflective work is on certain experiences at university and the extracurricular role which demonstrate significant capability for professional competencies, which in order to gain better skills, overcomes conflict and improves future performance.
2.1 The university experience – Group work in developing centre
We did throwback group work on a dev.
Reflective Journal Ethics and DiversityOverviewDuring your .docxcarlt3
Reflective Journal: Ethics and Diversity
Overview
During your course of study in the M.Ed. program you have examined issues relating to ethics in the educational setting and the importance of promoting diversity.
In this journal, you will reflect on these Master's of Education program learning outcomes:
Ethics:
Examine major legal, social, and ethical issues affecting education in diverse learning environments.
Diversity:
Promote differentiated learning and multi-ethnic, multicultural, and global awareness and appreciation in instructional methods, program curricula, and assessment practices.
Requirements:
Write a 1–2 page paper in which you:
Reflect upon what you have learned throughout your coursework related to ethical issues in education, and discuss the fundamental manner in which your ideas, values, beliefs, practices, etc. have or have not changed as a result.
Examine how your coursework in the M.Ed. program and your work experience have helped you to grow in the areas of ethics and diversity and how you have used or will use these competencies in your current or future position.
Attach one to three pieces of your chosen previous assignments as artifacts to demonstrate your competencies in the areas of ethics and diversity. Identify the ID and title (for example: EDU599 – Education Capstone) of the courses for which you had produced the assignments.
If you do not have an artifact, attach the descriptions of your chosen previous assignments (This will become your artifact submission). Artifacts do not count as part of the one to two page length requirement.
.
Reflective Personal Development Paper(25 Points)5-to-6 p.docxcarlt3
Reflective Personal Development Paper
(25 Points)
5-to-6 page paper [double-space, APA style]
Students will write a narrative essay about your own life, describing the experiences that have shaped your views of race, culture, and issues of diversity and how your life experiences, perceptions, education, and family background have led to your current ideas about teaching and learning diverse
student populations.
By researching and studying your own family background, it is possible to gain an appreciation about ways in which we share many similarities and differences. As a brief, introductory section of this assignment, try to gather as much information as you can about your family background including
religious affiliation, ethnicity, culture, language(s), country of origin, education/occupation and any other information you think is of interest and value. Then, reflect on your own experiences in terms of your cultural reference, your family background, your interactions with others unlike yourself, and other factors determined by your own circumstances and your upbringing. Include SPECIFIC EXAMPLES OF EVENTS AND SITUATIONS
that you feel shaped your views on these issues. Be sure to situate your
examples in the context of assumptions about schooling and education.
Write a five to six page paper [double-space, APA style] recapturing your recollections and emphasizing your experiences with cultural diversity as a student in elementary, secondary, and higher education.
Some suggested questions you may want to ask yourself:
What messages did I receive growing up a
bout what it meant to be a member of my racial/
ethnic group, religious, gender, sexual orientation, socioeconomic class, etc.? How has these, or later life situations that challenged it, informed the way you interact with students or colleagues or parents, either in or out of your group?
Have you been encouraged (or forced) to think about issues like racism, sexism, heterosexism/homophobia, or classism? If so, how did those experiences shape your teaching and/or learning? If not, how has the lack of consideration of those issues informed your teaching and/or learning?
What are some of your life experiences, or dimensions of your identity, that give you a unique insight into multicultural issues?
What are some of the areas or isms with which you still struggle? What are some of your stereotypes or prejudices? How might you confront them?
Try to think deeply about parts of your identity that put you in a privileged group (whiteness for race, maleness for gender, heterosexuality for sexual orientation, uppermiddle class for socioeconomic status, etc.) and the inequities around those areas. Challenge yourself. Use this as an opportunity to
practice and model self-critique.
Suggested Format
-Family History Family Background
Life Experience
Cultural Experiences
Childhood
Adolescence
College and beyond
Adulthood
-Impact on Teaching
Personal Im.
Reflective practice is crucial in education and becomes the foundati.docxcarlt3
Reflective practice is crucial in education and becomes the foundation for ongoing growth and development as a professional. Reflect on how you plan to continue growing in your practice and utilize district, academic, or personal resources to support you. How has the reflective process helped you to identify your personal and professional goals? How do you intend to meet those goals?
.
Reflective Journal 9 Benefits and Dangers of Social NetworksW.docxcarlt3
Reflective Journal 9: Benefits and Dangers of Social Networks
Write a 3/4 to 1 page journal entry (300 to 500 words) in which you:
1. Discuss two or three (2-3) benefits you or others have experienced with social networks.
2. Discuss one or two (1-2) dangers you or others have experienced with social networks.
3. Complete the page requirement.
4. Write with clarity, following mechanics and formatting requirements.
The specific course learning outcome(s) associated with this assignment are:
· Apply critical thinking skills to the analysis of issues involving mass media and society.
· Analyze ways in which different types of media content reflect and / or influence society’s attitudes and behaviors.
· Analyze various issues affecting the media business.
· Evaluate the effects of new forms of media (e.g., online services) on social interactions.
· Write clearly and concisely about media and society using proper writing mechanics.
Grading for this assignment will be based on answer quality, and language and writing skills, using the following rubric.
Click here to view the grading rubric.
Data Analysis and Reporting
Chapter 15
Data ManagementIncludes coding, cleaning, and organizing data into a usable format (preparing for analysis)
Coding – assigning labels so data can be read and understood by a computer (e.g., 1=yes, 2=no)
Cleaning – values are valid and consistent (e.g., 1=true, 2=false, there should be no 3s); Also, need to deal with missing data
Data AnalysisBegins with being able to identify the variables
Variables – a characteristic or attribute that can be measured or observed (Creswell, 2002)
Types of variables: independent (controlled or cause or exert some influence) and dependent (are outcome variables that are being studied)
Also, the level(s) of data collected are importantNominal OrdinalNumerical (interval and ratio)
Data Analysis (cont.)Descriptive statistics – used to organize, summarize and describe characteristics
Inferential statistics – concerned with relationships and causality to make generalizations about a population based on a sample
AnalysesUnivariate (1 variable) Bivariate (2 variables)Multivariate (More than 2 variables)
Examples of Evaluation Questions Answered
Univariate Data AnalysesOne variable at a time
Summary counts (frequency distributions)
Measures of central tendency – e.g., mean, median, and mode
Measures of spread or variation – e.g., range, standard deviation, variance
Bivariate AnalysesCan be non-statistical comparisonsExample of non-statistical comparisons (eyeballing the data)
Male Female
Yes 35 62
No 50 46
Bivariate Analyses (cont.)HypothesesNull: statement of no significant difference Type I error – rejecting the null hypothesis when it is trueType II error – failing to reject the null hypothesis when it is not true (accepting a false null hypothesis)Level of significance (alpha level) – probability of making a type I error; e.g., p<.01A.
RELATIONSHIP BETWEEN DEPRESSION AND PAIN .docxcarlt3
RELATIONSHIP BETWEEN DEPRESSION AND PAIN 5
Relationship Between Depression and Pain Among College Students in Us
Kean University
Research and Technology
05/08/20
Expected Results
Since correlation and regression analysis will be used to test the research hypothesis, it is expected that the results of the research will show there is a positive relationship between depression and pain among college students in the United States. From the literature reviewed, it was clear that chronic pain is a predisposing factor for depression. The results will show that a higher percentage of people who are depressed also experience pain. The results can be summarized using figure 1 below.
Figure 1: relationship between pain and depression.
The results will show that people who are in pain and depressed often turn to drugs to manage pain. Drug abuse among the depressed people is expected to high as the ability to manage stress is annihilated by pain. It is also expected that the relationship between depression and pain will be pronounced among women participants than among the male counterparts. The coefficient of correlation between pain and depression will be higher in women than in men. People experiencing chronic pain have an escalated risk of experiencing mood disorders such as depression. Another significant proportion with persistent pain suffers from clinical depression. Conversely, depression should also have the ability to increase severity of chronic pain
There are other factors such that mediate the relationship between chronic pain and depression. These include religious practices, values and beliefs. Similarly, meditation and prayer can help reduce the strength of the relationship between the two variables. This is in line with the published literature that highlights that positive psychological factors that can be used in helping people adjust to pain and optimism. Hope has been identified as one of the psychological factors that can be used in reducing pain and depression as it increases the likelihood of a person accepting the pain and suffering and hence coping positively.
Discussion:Potential Significance of the Results
Pain and depression are closely intertwined. As such, there is a positive relationship between chronic pain and depression. Just as depression can cause pain, pain can also cause depression. If not effectively managed, pain and depression can create a vicious cycle where chronic pain worsens the manifesting symptoms of depression. The depression that results also worsens the experiential pain.
Women are more vulnerable to depression because they are too emotional. Women have a lower tolerance to pain and hence become easily depressed (Amirifard et al., 2017). This explains why the coefficient of correlation between pain and depression is higher for women and men. It therefore follows that teaching women pain management skills can empower women to avoid getting depress.
RELATED COVERAGEA More Streamlined CharityJULY 26, 201.docxcarlt3
RELATED COVERAGE
A More Streamlined Charity
JULY 26, 2013
N.Y. / REGION
In Lieu of Money, Toyota Donates Efficiency to New
York Charity
By MONA ELNAGGAR JULY 26, 2013
The Food Bank for New York City is the country’s largest anti-hunger
charity, feeding about 1.5 million people every year. It leans heavily, as
other charities do, on the generosity of businesses, including Target,
Bank of America, Delta Air Lines and the New York Yankees. Toyota
was also a donor. But then Toyota had a different idea.
Instead of a check, it offered kaizen.
A Japanese word meaning “continuous improvement,” kaizen is a main
ingredient in Toyota’s business model and a key to its success, the
company says. It is an effort to optimize flow and quality by constantly
searching for ways to streamline and enhance performance. Put more
simply, it is about thinking outside the box and making small changes
to generate big results.
Toyota’s emphasis on efficiency proved transformative for the Food
Bank.
At a soup kitchen in Harlem, Toyota’s engineers cut down the wait time
for dinner to 18 minutes from as long as 90. At a food pantry on Staten
Island, they reduced the time people spent filling their bags to 6
minutes from 11. And at a warehouse in Bushwick, Brooklyn, where
volunteers were packing boxes of supplies for victims of Hurricane
Sandy, a dose of kaizen cut the time it took to pack one box to 11
seconds from 3 minutes.
Daryl Foriest, director of distribution at the Food Bank’s pantry and soup kitchen in Harlem, was
skeptical at first of the Toyota engineers’ efforts. “The line of people waiting to eat is too long,” he told
them. “Make the line shorter.” They did. James Estrin/The New York Times
Public Hospitals Treat
Greater Share of Mental
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Mayor de Blasio Used
Personal Email for City
Matters, Memo Says
After 62 Years and Many
Battles, Village Voice to
End Print Publication
Struggling Schools
Improve on Test Scores,
but Not All Are Safe
Police Union Complains of
‘Blue Racism,’ Then
Regrets Word Choice
SECTIONS SEARCH HOME SUBSCRIBE NOW LOG IN
Toyota has “revolutionized the way we serve our community,” said
Margarette Purvis, the chief executive and president of the Food Bank.
But Toyota’s initial offer to the charity in 2011 was met with
apprehension.
“They make cars; I run a kitchen,” said Daryl Foriest, director of
distribution at the Food Bank’s pantry and soup kitchen in Harlem.
“This won’t work.”
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When Toyota insisted it would, Mr. Foriest presented the company with
a challenge.
“The line of people waiting to eat is too long,” Mr. Foriest said. “Make
the line shorter.”
Toyota’s engineers went to work. The kitchen.
Related Reading Chapter 12 (Parrott text)Chapter.docxcarlt3
Related Reading:
Chapter 12 (Parrott text)
Chapters 10, 11, and 12 (Baldwin et al. text)
Acts 15:1-29, 1 Corinthians 12:4-27, Rom. 12:4-8.
Prompt: After completing the lecture and reading assignments, describe an effective leadership approach from a biblical perspective. Include the following:
Describe core attributes.
Support with Scripture.
Describe style and approach.
Distinguish from popular models in purpose and perception.
Include an assessment of your leadership strengths and how you can use this information to increase your success as a leader. Use the
StrengthsFinder 2.0
source—use the code to access the website and further explore your strengths.
Requirements: 750 words minimum, two scholarly sources, APA format
.
Relating to triaging mobile evidence thoroughly explainDevice.docxcarlt3
Relating to triaging mobile evidence thoroughly explain:
Devices powered off as it relates to:
Isolated network, wifi, and Bluetooth
Sleep mode
Legal issues
Validating findings
Report
What is mobile forensics
What is computer forensics
Describe two major differences between the two as it relates to extractions
.
Rejepov 1Rejepov 2810229112018Technology and its impact on.docxcarlt3
Rejepov 1
Rejepov 2
81022
9/11/2018Technology and its impact on our environment
2018 was one of the hottest years of the century. And most people claim that the use of modern technology is the reason for such climate change. However, the government spends millions and millions of money on scientists who are researching on eco-friendly technology and source of energy. James Gustave Speth, then-President of the World Resources Institute, in 1992 wrote an article suggesting a national strategy to combine the goals of a healthy environment and a strong economy. He suggests that we can reduce pollution by recycling waste. This process makes products more affordable for people to buy and use. A year after year the eco-friendly technology is becoming more affordable for people. More people are installing solar panels on the roofs of their houses which helps to reduce the use of eco-harmful sources of energy. Scientists calculated that by the end of the XXI century everyone will be using eco-friendly tech products which will reduce the harm to the environment to zero.
Technology requires energy. In the early XX century, the coal was the main source of energy. Years after the coal was changed with oil. In the 1950s scientists started using a nuclear power as a main source of energy. However, none of them are eco-friendly. They deal inevitable damage to our environment, damaging the air we breathe, the atmosphere that protects us from Sun and soil where we plant our vegetables and fruits. The changes scientists started paying attention to the damage we are dealing with the environment in the 1990s. That was the time when scientists started researching on alternative sources of energy. Marine energy, hydroelectric, wind, geothermal and solar power are first renewable and alternative sources of energy. China is one of the first countries to start using renewable energy. In 2004, “The New York Times” published an article which states that the government of China declared by 2010 10 percent of the whole of China’s power will be generated through renewable sources. Indeed, in 2018 China’s 12 percent of power is generated through renewable sources of energy and China is not going to stop on this. Now they are planning to increase that number from 10 percent to 20 by the year 2030. With renewable sources of energy comes the eco-friendly technologies. Some of the tech companies are working on so-called “greenhouses”. This houses are entirely eco-friendly and do not require energy that is harmful to the environment. The price of these houses starts at 75000$ which makes it affordable for people. Also, solar and wind farms are being built which will help to reduce the use of energy sources such as nuclear power.
Tech products are more eco-friendly then they were before. For example, phones these days come with Lithium-ion batteries which lasts for years and requires less electricity. Gas powered cars are now being replaced by electric cars which do not produce.
Reflective Essay- Nursing professionDirectionsImagine or be s.docxcarlt3
Reflective Essay- Nursing profession
Directions:Imagine or be sure to ask your nurse to be specific and provide examples and stories. 300 words per questions below:
Reminder: Respond to the following questions below.
1. Why did you choose nursing as a profession?
1. What was nursing school like for him or her? Ask them:
1. How they managed and balanced work, family and life and the difficulties.
1. The level of commitment to school required to be successful (hrs. required for studying, social life, workload)
1. What their clinical and lab experiences were like.
1. How they prepared for examinations and the NCLEX.
1. Describe their top three patient memories and why they are memorable.
1. What does the phrase “Nurse-Life” mean to this nurse?
1. What is the hardest thing about being a nurse?
1. Reflect and discuss what your thoughts are about the interview. Did the interview change your perspective on nursing, on nursing school or life?
Analyses of Social Issues and Public Policy, Vol. 11, No. 1, 2011, pp. 300--313
This paper is part of an ASAP special collection on Social Psychology and Contemporary
Immigration Policy
Economic Dynamics and Changes in Attitudes
Toward Undocumented Mexican Immigrants
in Arizona
Priscila Diaz,∗ Delia S. Saenz, and Virginia S.Y. Kwan
Arizona State University
Mexican immigration to the United States comprises an important social issue
in contemporary public policy debate, particularly given the recent passage of
Arizona’s Senate Bill 1070 (SB 1070). The current study investigated how indi-
viduals’ sentiments toward undocumented Mexican immigrants shifted between
2006 and 2009 in Arizona, and also examined economic concomitants to these
shifts. Participants included 3,195 culturally diverse students attending a state
university in Arizona. They reported their attitudes toward undocumented Mex-
ican immigrants regarding housing, employment, values, social welfare, citizen-
ship, health care, and education issues. Results show less-positive attitudes as
each year progressed among European and Latino Americans, as well as other
ethnic minorities. Further, anti-undocumented immigrant sentiment increased as
unemployment increased and gross domestic product real growth rate decreased.
Ethnic differences emerged in the relative negativity toward undocumented immi-
grants such that European Americans were less positive towards undocumented
Mexican immigrants than Latinos over 4 years. These findings suggest that eco-
nomic dynamics may beget anti-immigrant sentiment, leading to contentious leg-
islation, such as Arizona’s recent immigration law.
“America has constantly drawn strength and spirit from wave after wave of immigrants. . .They
have proved to be the most restless, the most adventurous, the most innovative, the most
industrious of people.” – Bill Clinton, 42nd U.S. President
Nearly all U.S. citizens have roots in other countries from which they, their
parents, or one of their ancestors from 300 ye.
REL133 v8Hinduism, Jainism, and SikhismREL133 v8Page 2 o.docxcarlt3
REL/133 v8
Hinduism, Jainism, and Sikhism
REL/133 v8
Page 2 of 4
Religion Comparison
Part 1: Hinduism Overview
Hinduism has no founder, but an integration of different beliefs. Its development was influenced by the nomadic Aryan Indo-European races that occupied Northern India. The religions originated from Russia and Central Asia as they attacked the Harappans residing in the area. Veda is the oldest scripture in Hindu that means wisdom and knowledge. It has hymns, prayers and ritual texts introduced during in the ancient times. The secret teachings in Hindu are known as the Upanishads, and it includes the mystical concepts of man and the universe.
Hinduism has a term known as Ramayan and is one of the significant Indian tales. Puranas is a vital source used to understand Hinduism, and it includes the legends, gods, and demons. A common feature between Hinduism and other religions is that most of its festivals fall in two classes (Doniger, 2010). There are those who celebrate saints and others celebrating notable scriptural events. Om is a symbol in Hinduism and used in meditation. The swastika is another symbol associated with a negative connotation in other parts across the world while in Hinduism, it is a sign of luck and fortune.
Part 2: Compare and Contrast Two Religions
Religion 1
Hinduism
Religion 2
Jainism
Similarities
Differences
Points of origin
Jainism and Hinduism came from India. Moreover, they are all knows as the traditional faiths of the Indians.
The existence of Atma
The two religions accept the reality of Atma, also known as the soul. They believe in the immortality of the soul. In the contexts of both religions, the physical body can die, but the spirit that inhabits it lives on and leads to reincarnation.
The ideas of Moska, Karma, and Reincarnation
Jainism and Hinduism both believe in Karma. Karma can refer to the good or bad. They also believe in reincarnation, the idea of life after death (Babb, 2015). Both religions also believe in moska, the liberation from the cycle of life and death. However, the meaning of these concepts is different in each religion.
Temples and Idols
The religious activities in both religions are similar. They both have temples and conduct idol worshiping. They also have times when they fast as a way of worship and purification of the soul.
The concept of Karma
In Hindu, Karma is an essence of transgression to atone for blessings to get in the next life. Jains consider Karma a kind of activity that attaches to the soul in each life. While Hindus try to do the right thing to atone for the spiritual debt, Jains follow actions intended to clean the soul of a polluting nature.
The idea of Moksha
Hindus believe that Moksha and liberation take place where the soul meets the universal soul and results to eternal life in Vishnu’s territory. The Jains considers moksha an activity-less and tranquil that is said to take place in Siddhabhumi.
Animal Sacrifices
Jainism do not engage in ani.
REL 2300 Walters Short Writing Assignment #1 .docxcarlt3
REL 2300
Walters
Short Writing Assignment #1
Please answer the following question with in a one-page essay. What is your opinion of the
influence of religion in American society?
Format
Your response must include these elements:
Topic Sentence: Give a direct and precise answer to the question. State clearly your
position on the question so there is no doubt in the readers’ mind where
you stand.
Definition: Explain how you are using the main terms included in the topic sentence.
Context: Explain where the example to be used comes from and the circumstances
surrounding its relevance.
Example(s) Cite a specific example.
Interpretation: In the case of a quotation taken from the text, interpret it fully. In the case
of a painting describe it completely.
Relationship: Explain the relationship between the example and the position you have
taken on the subject.
Grading Rubric
II n dn d ii c ac a tt oo rr ss
LL ee vv ee ll ss o f o f
AA c hc h ii ee vv ee mm e n te n t
BB ee gg ii n nn n ii n gn g (( 0 )0 ) DD ee vv e le l o po p ii n gn g (( 1 )1 ) CC oo mm pp e te t e n te n t (( 33 )) AA c c oc c o mm pp l i sl i s h e dh e d (( 55 ))
Meaning and Development:
ideas, examples, reasons and
evidence,
point of view
Inappropriate
No viable point of view; little
or no evidence; weak critical
thinking; providing
insufficient reasons or other
support
Appropriate Develops a point
of view; demonstrating some
critical thinking; may have
some inadequate examples,
reasons and other evidence of
support
Effective
Develops a point of view and
demonstrates competent
critical thinking; enough
supporting detail to
accomplish the purpose of the
question
Insightful
Ideas are fresh, mature and
extensively developed;
insightfully develops a point
of view and demonstrates
outstanding critical thinking
Conventions: grammar.
punctuation, spelling,
paragraphing, format
Distracting
Errors interfere with writer’s
ability to consistently
communicate purpose;
pervasive mechanical errors
obscure meaning;
inappropriate format
Fundamental
Errors interfere with writer’s
ability to communicate
purpose; contains an
accumulation of errors; some
weakness in format
Controlled Occasional errors
do not interfere with writer’s
ability to communicate
purpose; generally
appropriate format
Polished Control of
conventions contribute to
the writer’s ability to
communicate purpose;
free of most mechanical
errors; appropriate format
.
REL101(WI) World ReligionsReflection Paper #2The Problem of.docxcarlt3
REL101(WI): World Religions
Reflection Paper #2
The Problem of Evil
The most formidable challenge a believer in God must face is known as “the problem of evil.” This problem, which goes back to ancient times yet is no less distressing today, asks about the relationship between belief in God and the existence of evil in the world. If God is truly good and cares for us, why do bad things continually happen to good people? How can there be so much unmerited evil and suffering in the world if an all-powerful and all-loving creator governs the universe? Like many other faiths, Judaism has had to confront such questions head on. While much of Jewish history is full of pain and suffering, nothing has tested the Jewish faith like the mass slaughter of Jews during the Holocaust (or Shoah). Given God’s covenantal promise of a blessed existence and God’s declaration that the Jews are his “chosen people,” many wonder today how they can possibly square the extermination of 6 million such people with belief in a deity who is said to be both compassionate and just. For this second Reflection Paper, you are asked to weigh in on this conflicted debate. Before you begin to write, consider the discussion of Judaism in class, read carefully the article “The Problem of Evil” posted under “Course Materials” on Blackboard, and research at least two other articles of your choice that address this topic. Then, in your paper, expand this difficult issue to all of the Western religions and offer your best insights on the ongoing attempt to make sense of the problem of evil. If you are a believer, how do you reconcile your belief in an all-powerful, all-loving God and the immense evil that surrounds us? Which of the many solutions to the problem of evil (officially known a “theodicy”), do you find convincing? If you are not committed to a religious belief, what is your opinion about the problem of evil? Is this problem great enough to lead one to atheism, as many have argued? Is one of the counterarguments presented in this discussion particularly powerful?
The Problem of Evil
Introduction: The Great Problem
We live in a world in shadow. It’s a fact, noted by every religion and belief system throughout history, that suffering plagues the human condition. Some of us experience far more pain than others, but it’s something we must all face during our lives. Possibly even worse than the existence of suffering is the randomness with which it strikes—often in the lives of people who have done nothing to deserve it—and our too-frequent powerlessness to help the afflicted innocent.
The great and terrible fact of suffering has been humanity’s constant companion. Our history as a species is a long, slow climb up from the darkness, punctuated by much faltering, backsliding, and frustration. For thousands of years of human history, every day was a struggle to stay alive. Plagues and epidemics swept continents like wildfire. Natural disasters led to the collapse of great empires..
REL 212 WEEK 7 DQWeek 7 Discussion The roots of Christianity a.docxcarlt3
REL 212 WEEK 7 DQ
Week 7 Discussion
The roots of Christianity and the growth of this religion.
Please respond to the following:
Main discussion questions for the week:
We have seen/suggested that Zoroastrianism influenced Judaism. Jesus was a Jew and used the Jewish scripture when he taught. Some even say that Christianity is a sect of Judaism (see Rabbi Norman Solomon, Judaism: A Very Short Introduction). Yet, most Christians claim that their religion is unique.
· Did Zoroastrianism and/or Judaism provide the basis for Christianity or not?
· Pick a side and defend it with three (3) reasons. Explain each reason.
In our chapter we have seen numerous splits in Christianity: In the Book of Acts; the division between Roman Catholicism and the Eastern Orthodox Church, the Protestant Reformation, and on and on. Modern Christianity is sometimes characterized by the split between followers who believe in the literal interpretation of the Bible and those who believe in a figurative interpretation.
· How can one Bible, especially one New Testament, be used to justify so many divisions?
· Is one of these divisions/denomination the "right" denominations? Why?
Be sure to respond to at least one (1) (BELOW) other student.
Samantha Anglin
RE: Week 7 Discussion
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Total views: 13 (Your views: 1)
Hi Class!
I believe that Zoroastrianism/Judaism provided a basis to Christianity. Since Zoroastrianism did exsist before Christianity, I think this is a major reason why Christianity came about. I will use the example of Hinduism and Buddhism, Buddhism originated mainly from Hinduism (since Hinduism is one of the oldesst realigions) because some people wanted to take some of the philosophies from Hinduism and create their own set of beliefs. Christianity has some of the same basics as Judaism and Zoroastrianism, but they created new philosophies and values to fit the kind of religion that they wanted.
Like the religion, there was a basis that was used to start the religion. It was influenced by many factors including religion and culture so there is going to be one bible that started it all. I think that they all use the Bible as the center stone that each new division expands and revolves on. I think that every single sect can believe that their denomination is the 'right' one, but ultimately the only right one would be the one to start it all.But they are all revolving around the same basis, so it really depends on your morals and values as to which one is the 'right' one.
Bottom of Form
Bottom of Form
9e0c20ee-3de9-4
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PUBLISHED
Running head: CASE STUDY TEMPLATE 7
CASE STUDY TEMPLATE:
Case Study #
Background Summary
Statement of the Problem
Implications and Alternative
Solution
s
Description of Alternative
Pros
Cons
Explanation of each alternative in detail
Methods for Determining
.
Reimplementation of a bedside shift report 7 Errors are .docxcarlt3
Reimplementation of a bedside shift report 7
* Errors are in red that must be addressed or more points will continue to come off.
· Clarification about the change process is needed; telehealth in ICU is mentioned but not explained as being relevant to BSR. There are many sentence structural issues. See my feedback throughout.
Change Proposal: Reimplementation of a Bedside Shift Report
The identified clinical problem that is relevant to nurses in the workplace is the bedside shift report (BSR). The bedside shift report may be used to help the development of teamwork, ownership, and accountability thus increasing the satisfaction of the nurses. The reason for selecting the reimplementation of a bedside shift report is because; at a targeted facility the implementation of the bedside shift report is becoming poor. This has led to the poor compliance with the standards of practice, and increase costs in the facility. Also, to have a reduced cost by removing overtime pay and scrubbing off legal errors which result in legal fees (Clark et al., 2020). (*Re-phrase this sentence, avoid slang).
The reimplementation of a bedside shift report is important for the nurse practicing in the organization. Bedside shift report assists in improving the experience of the client and improving the handoff care between the nurses through including the family and client in the delivery of care. Bedside shift report is leading to the introduction of a change in the nursing culture i.e. introduction of various methods of communicating patient-specific care at a shift transformation. Shift reports given at the bedside is helping in changing the manner in which nurses are communicating and practicing (Clark et al., 2020).
At the targeted facility, the execution of the bedside shift report is poor and this is associated to the lack of knowledge concerning the role of bedside shift reporting on the patient outcome. The healthcare providers at the facility are not directly engaged in the provision of healthcare. There is poor communication of the goals of the bedside shift reporting and their importance about the positive outcomes and benefits that are involved in the change (Clark et al., 2020).
According to the study by Gregory et al., (2014), the process of assessing the transformation in practice that involves transitioning of the bedside nurse shift handoffs is important. The evaluation process is helpful in the re-implementation plan to help in improving the areas of weaknesses. The evaluation process of the success in the implementation in the practice is assessing the perception of the nurses about the proposed changes i.e. the re-implementation plans. There is evidence showing the positive impacts of the bedside shift report in the safety of the patient, the control of the pain, the satisfaction of the patients, and improvement in the nurse to patient or nurse to nurse communication (Gregory et al., 2014).
A study by Dempsey et al., (2014) reveals t.
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
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Embracing GenAI - A Strategic ImperativePeter 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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Thesis Statement for students diagnonsed withADHD.ppt
Rehabilitation ProgramDesign rehabilitation program for A left-h.docx
1. Rehabilitation Program
Design rehabilitation program for A left-handed college
baseball pitcher is in need of a rehabilitation program following
Tommy John surgery.
· Use other outside sources in creating your program.
· Your program should include reasoning for your exercises,
progressions, phases, etc.
· This paper should be spaced and formatted per APA
guidelines, 6th edition.
Format to think about when writing your rehabilitation program.
1. Elbow rehabilitation program.
a. Is the program relevant to the injury, gender, age, and sport?
Yes or No ?
b. If no, what is not relevant?
c. If yes, are the exercises clearly described?
d. If no, what is unclear or understated?
e. Are the exercises under the best stages of care? Yes or No ?
f. If no, where should they be moved to?
g. Are benchmarks created to know when progression of the
exercises and phases is necessary? Yes or No?
h. What needs to be done to improve these items?
2. Communication
a. Put yourself in the role of the athlete. Are the exercises easy
to understand or seem too complicated? Yes or No?
b. If no, what is missing, unclear or over/understated? Where
does the communication break down and/or which exercise(s)
and/or phase(s) is/are problematic and why?
Additional feedback/comments:
3. Program planning considerations
a. Did the writer take healing timelines and tissues injured into
consideration when creating the program? Yes or No?
· If no, what information is missing?
b. Did the writer:
· explain why s/he chose this/these exercises? Yes or No?
2. · address why s/he believes the exercises will be useful in
addressing the issues identified in the scenario? Yes or No?
i. If yes, did the writer accurately apply the exercises to the
scenario? Yes or No?
ii. If yes, what clues in the program tell you that the exercises
were applied accurately to the rehab phases?
iii. If no, what direction would you give the writer to strengthen
this program?
DUE THURSDAY FEBRUARY 27, 2020
Students will be required to develop and write their own
approximately 500 word response(2 pgs.)
1. Involving stakeholders in the planning process is extremely
important and this includes the citizens if the whole community
concept is to be applied. Just looking at your community's plan
and website for emergency management, does it appear that the
community has been involved in the process, why or why not?
In order to complete this assignment you must watch both
videos linked provide below and Read all the attached files. 4
files are attached Answer must be related to the material
provided:
Video: https://youtu.be/Ui-eBiMBkXY
https://youtu.be/__VD-cBC2vI
Community Resources & Preparedness
The National Preparedness System outlines an organized
process for the whole community to move forward with their
3. preparedness activities and achieve the National Preparedness
Goal. The National Preparedness System integrates efforts
across the five preparedness mission areas—Prevention,
Protection, Mitigation, Response, and Recovery—in order to
achieve the goal of a secure and resilient Nation. The National
Response Framework (NRF), part of the National Preparedness
System, sets the strategy and doctrine for how the whole
community builds, sustains, and delivers the Response core
capabilities identified in the National Preparedness Goal in an
integrated manner with the other mission areas. This third
edition of the NRF reflects the insights and lessons learned
from real-world incidents and the implementation of the
National Preparedness System.
Although not formally part of emergency management
operations, individuals, families, and households play an
important role in emergency preparedness and response. By
reducing hazards in and around their homes by efforts such as
raising utilities above flood level or securing unanchored
objects against the threat of high winds, individuals reduce
potential emergency response requirements. Individuals,
families, and households should also prepare emergency supply
kits and emergency plans, so they can take care of themselves
and their neighbors until assistance arrives. (FEMA, 2013)
Engaging the whole community and empowering local action
will better position stakeholders to plan for and meet the actual
needs of a community and strengthen the local capacity to deal
with the consequences of all threats and hazards. This requires
all members of the community to be part of the emergency
management team, which should include diverse community
members, social and community service groups and institutions,
faith-based and disability groups, academia, professional
associations, and the private and nonprofit sectors, while
including government agencies who may not traditionally have
been directly involved in emergency management. When the
community is engaged in an authentic dialogue, it becomes
empowered to identify its needs and the existing resources that
4. may be used to address them. (FEMA, 2013)
September 2013
i
Contents
Executive Summary
.............................................................................. 1
1. Preparedness Actions
.................................................................... 5
1.1 Recommended Preparedness Actions
...................................................................... 6
1.2 Self-Reported Preparedness Behavior
.....................................................................11
1.3 Perceived Barriers to Preparedness
.......................................................................12
2. Beliefs about Risk and Efficacy by Hazard
.................................... 13
2.1 Perceived Risk and Severity
....................................................................................14
5. 2.2 Perceived Efficacy
............................................................................. ..................
....15
2.3 Disaster Groups
...............................................................................................
........16
3. Beliefs and Experiences Relate to Preparedness Behaviors
......... 17
3.1 Relationships With Preparedness Behaviors
...........................................................18
3.2 Beliefs: Relationship to Preparedness Behaviors
.....................................................19
3.3 Experiences: Relationship to Preparedness Behaviors
............................................21
4. Preparedness Profiles Based on Beliefs and Experiences
............ 23
4.1 Preparedness Profiles
.............................................................................................2
4
5. Preparedness Through Social Networks
....................................... 29
5.1 Select Social Networks
............................................................................................3
0
5.2 The Workplace
...............................................................................................
.........30
5.3 School
...............................................................................................
......................33
5.4 Volunteerism in Preparedness/Safety/Disasters
......................................................36
5.5 Expectations for Assistance
6. .....................................................................................38
6. Preparedness Among Sociodemographic Groups
......................... 39
Translating Research Into Action
........................................................ 49
Next Steps for FEMA
.......................................................................... 51
Appendices
........................................................................................ 55
Appendix A: Methodology
...............................................................................................
..57
Appendix B: Survey Questions Reported in Preparedness in
America ............................59
Preparedness in America
ii
Executive Summary
7. 1
As disasters continue to impact our Nation, the role of
individuals and the importance of
engaging all sectors in reducing the impact of disasters has
become increasingly evident.
Recognizing the need to involve the Nation more fully,
Presidential Policy Directive-8 (PPD-
8), issued on March 20, 2011, states that “our national
preparedness is the shared responsibility
of all levels of government, the private and nonprofit sectors,
and individual citizens.”
The Federal Emergency Management Agency (FEMA) is
committed to social and physical
science as the foundation for increasing individual and
community preparedness and has
conducted national household surveys to assess the public’s
knowledge, attitudes, and behaviors
on preparing for a range of hazards since 2007.1 Preparedness
in America: Research Insights to
Increase Individual, Organizational, and Community Action
advances our understanding of the
complexities of motivating the public to prepare by examining
trend data on personal
preparedness behaviors and by providing findings on several
new areas of analysis:
Exploring the relationship between preparedness behaviors and
8. individuals’ beliefs and
experiences around disasters;
Identifying profiles of the general public to assist practitioners
in conducting more targeted
and effective engagement, education, and messaging strategies;
and
Examining the effect of community connections and networks
on personal preparedness.
FEMA recognizes that widespread cultural change is a long-
term process, and while the national
statistics on basic preparedness actions have remained largely
constant, findings documented in
Preparedness in America offer valuable insights for adapting
education efforts to increase
preparedness. Key findings from the research focus on the
public’s behaviors, knowledge, and
attitudes related to preparing for a range of hazards.
Preparedness Actions
The percentage of surveyed individuals taking recommended
preparedness actions remains
largely unchanged since 2007.
Seventy percent of respondents in 2011 lived in homes (rented
9. or owned) where at least one
action was taken to protect the structure; however, of the six
mitigation measures analyzed,
only two had been completed by more than a quarter of the
homes.
More than a quarter of respondents in 2011 reported they were
contemplating or preparing to
take action to prepare for emergencies and were likely to be
receptive to outreach efforts.
Cost and not knowing how to prepare were each perceived as
barriers by one quarter of those
surveyed.
1 See Appendix A for a description of the FEMA National
Survey Methodology and Appendix B for survey questions
summarized in
this report.
Executive Summary
Preparedness in America
2
Beliefs About Risk and Efficacy by Hazard
respondents perceived risk, severity, and
10. efficacy by different categories of hazard. Respondents believed
they were at risk for natural
disasters and that preparing for them is helpful. Respondents
believed terrorist acts,
hazardous materials accidents, and disease outbreaks were less
likely and that preparedness
would not be as helpful.
Beliefs and Experiences Related to Preparedness Behaviors
All examined beliefs (confidence in one’s ability to respond,
perceived risk, belief that
preparing will help in an event, and belief that a disaster could
be severe) related to natural
disasters had a positive relationship with preparedness
behaviors.
For terrorist acts, hazardous materials accidents, and disease
outbreaks, only the confidence
in one’s ability to respond had a positive relationship with
preparedness behaviors.
Willingness to consider preparing, knowing how to prepare, and
having thought about
11. preparedness had a positive relationship with preparedness
behaviors.
Referencing a personal disaster experience is likely more
effective in motivating
preparedness behavior than referencing disasters in other
locations.
Talking about preparedness had a strong positive relationship
with preparedness behavior,
yet less than half of the respondents reported doing so in the
previous 2 years.
Having planning and training encouraged or required at work or
school had a positive
relationship with other preparedness behaviors.
Preparedness Profiles Based on Beliefs and Experiences
s Profiles based on
beliefs and experiences.
Sociodemographic attributes have been identified for each
Preparedness Profile.
Preparedness Through Social Networks
The survey data indicated that the workplace, schools, and
volunteer organizations that
support community preparedness, safety, or emergency response
are effective channels for
preparedness outreach.
12. Exposure to disaster preparedness through each of the three
analyzed social networks
(workplace, schools and response volunteer organizations) had a
positive relationship to
preparedness behaviors.
Executive Summary
3
Preparedness Among Sociodemographic Groups
People with low incomes perceived much greater barriers to
preparedness (in terms of
time, money, and access to information).
Differences in preparedness across age, income, race, or
population density categories were
generally fairly small. Some substantial differences found were:
-
-
-
13. People in high population density areas were more likely to rely
on public transportation
to evacuate the area in the event of a disaster.
Volunteering in disaster preparedness/response was mostly done
by people with average
to high incomes.
Retirement-aged people (75+ category) participated in disaster
training much less than
people in other age categories.
Next Steps for FEMA
Revise content and framing for preparedness messaging to
include:
-
-
-
-
Re-examining preparedness messages;
Validating science base for protective actions;
Incorporating insights from disaster survivors; and
14. Providing localized risk data.
Tailor implementation by stakeholder and sociodemographic
group to include:
-
-
-
-
-
Launching a new community-based campaign, America’s
PrepareAthon!SM;
Providing tailored preparedness resources and training;
Supporting workplace preparedness;
Implementing the National Strategy for Youth Preparedness
Education; and
Encouraging volunteer opportunities.
Engage the whole community by:
-
-
Expanding partnerships at all levels and with all sectors; and
Supporting Citizen Corps Councils.
Refine evaluation and assessment to include:
-
15. -
-
Conducting in-depth assessments of whole community
preparedness in large urban cities;
Refining national research activities; and
Partnering with National Academies of Science to build on the
findings in their report,
Disaster Resilience: A National Imperative.
Preparedness in America
4
We each have a role in ensuring the resilience of our
communities, our nation, and our way of
life. Together, we can guarantee that everyone in America has
the knowledge, skills, and
resources to respond to the challenges brought by weather,
disease, hazardous incidents, and
terrorism.
This guide provides examples of good practices and matters to
consider for planning and
implementation purposes. The guidance does not create any
requirements beyond those included
in applicable law and regulations, or create any additional rights
for any person, entity, or
organization. The information presented in this document
generally constitutes informal
16. guidance and provides examples that may be helpful. The
inclusion of certain references does
not imply any endorsement of any documents, products, or
approaches. There may be other
resources that may be equally helpful.
5
1 Preparedness Actions
Section Overview: Trend data on recommended preparedness
actions is presented, as
well as self-reported preparedness behavior, and barriers to
preparing.
Key Findings:
The percentage of surveyed individuals taking recommended
preparedness actions
remains largely unchanged since 2007.
Seventy percent of respondents in 2011 lived in homes (rented
or owned) where at
least one action was taken to protect the structure; however, of
17. the six mitigation
measures analyzed, only two had been completed by more than a
quarter of the
homes.
More than a quarter of respondents in 2011 reported they were
contemplating or
preparing to take action to prepare for emergencies and were
likely to be receptive to
outreach efforts.
Cost and not knowing how to prepare were each perceived as
barriers by one quarter
of those surveyed; preparedness messages and outreach
strategies should be
developed to counter or re-frame these perceptions.
Preparedness in America
6
Since the tragedy of September 11, 2001, the U.S. Department
of Homeland Security
(DHS)/FEMA has significantly increased the emphasis on
educating individuals on how to
prepare for disasters by using the national platform of the
Ready campaign, grassroots outreach
through local Citizen Corps Councils, and coordination with
states, territories, tribes, local
communities, and other partners across the country.
18. The Ready.gov website serves as FEMA’s clearinghouse for
personal preparedness information
and organizes this information into four categories.2
Be Informed: Know local/community risks and community
systems and plans, participate in
preparedness training, and practice response skills by
participating in drills.
Make a Plan: Develop a household emergency plan and discuss
it with household members.
Build a Kit: Set aside and maintain supplies one may need in
disasters.
Get Involved: Find local opportunities to volunteer for
community safety and disaster
response and be a part of the community planning process.
In addition, FEMA works with all partners to promote
mitigation measures to help reduce the
impact of disasters on individuals and property.
Be Informed
Being informed encompasses risk awareness, the ability to
receive notifications, knowledge,
training, and practicing skills, and survey questions address
19. each of these elements. In 2011, just
one in three (32 percent) of the respondents reported being
familiar with their local hazards—in
2012, that number rose to 46 percent (Figure 1). Participants
also rated their familiarity with
features of their community disaster preparedness and response
plans. In 2012, there were sharp
increases in respondents’ familiarity with local hazards and
alerts and warning systems, yet a
decrease in any preparedness training in the past 2 years.
To assess knowledge of protective actions for specific hazards,
FEMA fielded surveys in 2011
and 2012 that included questions to test respondents’ knowledge
of risk and protective actions
for floods, tornadoes, and earthquakes.i,ii,iii Those who
believed they were at risk for flooding
were more likely to talk to their insurance agent and take steps
to prevent or reduce flooding.
Ninety-five percent or greater correctly identified protective
actions for tornadoes to find shelter
and go to a basement or interior windowless room and knew that
most deaths and injuries in a
tornado are caused by flying debris. Seventy-two percent,
however, incorrectly believed that if
they are in a vehicle, they should find an overpass and stop
underneath it until the tornado
passes. When respondents who live in an earthquake risk area
were asked six questions on key
2 The first three informational categories have also been used as
the Ready campaign’s “three step” tagline since its launch in
2003,
and have been replicated by many state and local entities.
20. FEMA and its partners are in the process of examining how to
increase
the effectiveness of preparedness messaging; see Summary
Report on Awareness to Action: A Workshop on Motivating the
Public
to Prepare http://www.fema.gov/media-
library/assets/documents/31359?id=7124 for details and the
Next Steps for FEMA section.
1.1 Recommended Preparedness Actions
http://www.fema.gov/media-
library/assets/documents/31359?id=7124
Preparedness
Actions 1
7
actions to take during an earthquake, respondents who had
received earthquake preparedness
information in the preceding 6 months were significantly more
likely to answer the knowledge
questions correctly.
Figure 1: Be Informed
Make a Plan
Since household members may not be together when a disaster
strikes, it is important to plan in
advance for how they will get to a safe place and how they will
21. contact one another and reunite.
The FEMA National Household Survey asked respondents about
their household plan and
whether or not they had discussed it with members of the
household. As shown in Figure 2, 39
percent of participants in 2012 indicated they had a household
plan that they had discussed with
their household; this represents a slight decline from a gradual
increase in prior years.
Preparedness in America
8
Figure 2: Household Emergency Plans
Build a Kit
In 2012, 52 percent of individuals reported having supplies set
aside in their home for use during
a disaster—a decrease from 57 percent in 2009 (Figure 3). In all
survey years, only a subset of
those individuals who reported having supplies in their home
were able to name three or more
supplies in their home and report that they update them at least
once a year.
Figure 3: Disaster Supplies in Homes
22. Preparedness
Actions 1
9
Packaged food and bottled water were consistently the most
frequently cited supplies, followed
by a flashlight, first aid kit, and blankets/clothing/bedding. In
2012, nearly 70 percent of
respondents had packaged food or bottled water while fewer
reported having a flashlight (42
percent), first aid kit (32 percent), or blankets/clothing/bedding
(18 percent). Although
nationwide, 34 percent of individuals take medications to
manage chronic health conditions,iv
only 8 percent of respondents in 2012 mentioned having
medications in their emergency supply
kit. Having access to financial, insurance, medical, and other
records is crucial for starting the
process of recovery as quickly as possible. When asked about
these items in 2011, 34 percent of
the participants reported having stored these items.
Get Involved
FEMA encourages the active participation of trained volunteers
to strengthen community safety
and to support emergency responders when an incident occurs.
As shown in Figure 4, rates of
volunteerism to emergency response and community
preparedness/safety organizations remained
unchanged.
23. Figure 4: Be Involved
Protecting the Home
In addition to the personal preparedness actions above, FEMA
strongly advocates for individuals
to protect their home from disasters. In 2011, FEMA asked a
series of questions to identify the
extent to which individuals were taking actions to mitigate the
effects of floods, hurricanes, and
tornadoes on their homes. Overall, 70 percent of respondents
lived in homes (rented or owned)
where mitigation measures had been taken, with raising the
furnace, water heater, or electric
panel above the floor being the most frequently cited action3
(Figure 5).
3 It is important to note that this is national data only, and does
not take into account the specific hazard risks at the survey
respondent’s location.
Preparedness in America
10
Figure 5: Mitigation Actions Completed for Survey
Respondents' Home (2011)
24. Preparedness
Actions 1
11
1.2 Self-Reported Preparedness Behavior
To understand how individuals self-identify around personal
preparedness, FEMA developed a
survey question on the Stages of Change Model developed by
Prochaska and DiClemente,v
which describes behavior change as a five-stage process to
assess preparedness. This type of
self-assessment provides insight into an individual’s readiness
to attempt, make, or sustain
behavior changes (Table 1).4
Table 1: General Stages of Behavior Change
Stage Description
Pre-
Contemplation No intention to change or think about change in
the near future.
Contemplation Not prepared to take action at present, but is
intending to take action.
25. Preparation Actively considering changing his or her behavior
in the immediate future.
Action Recent overt behavior change, but the changes are not
well established.
Maintenance Behavior changed and been maintained for more
than 6 months.
FEMA asked respondents to self-
report which description best
captured their level of preparedness.
In 2011, more than a quarter of all
respondents reported that they were
contemplating preparing in the next
6 months (19 percent) or preparing
to take action in the next month (9
percent), 15 percent reported they
had recently begun preparing, and
about one-third of the participants
described themselves in the
maintenance stage (i.e., they had
been prepared for more than 6
months and were maintaining their
preparedness behaviors). Twenty-
one percent indicated they were not
planning to do anything about
preparing, placing them in the pre-
contemplation category (Figure 6).vi
4 The Stages of Change Model is based on the individual’s
perception, and is not based on actual or self-reported
preparedness
behaviors. The “preparation” stage describes planning to change
one’s behavior and should not be confused with disaster
“preparedness.”
26. Figure 6: Stages of Change (2011)
Preparedness in America
12
1.3 Perceived Barriers to Preparedness
There are a number of reasons that may influence people’s
ability to prepare. FEMA asked
respondents to share their perceptions of four commonly cited
barriers to preparedness.
Respondents most frequently agreed that preparing was too
expensive (26 percent) and that
they did not know how to get prepared (24 percent). Less than
20 percent of respondents
believed that preparing was too hard or that getting information
was too hard (Figure 7). By
better understanding the issues that may be affecting
motivation, preparedness messages and
outreach strategies should be developed to counter or re-frame
these perceived barriers.
27. Overall, less than one-quarter of respondents in 2011 indicated
they did not perceive any
barriers to their ability to prepare.
Figure 7: Perceived Barriers to Preparedness (2011)
13
2 Beliefs About Risk and Efficacy
by Hazard
Section Overview: An examination of individuals’ beliefs about
risk, preparedness, and
response for different categories of hazards: natural hazards,
hazardous materials
accident, disease outbreak, and terrorism. The beliefs examined
were:
Perceived risk—How likely is it that the disaster will happen?
Perceived severity—How severe will the effects of a disaster be
to me?
Belief that preparing will help—Will what I do now help me in
28. a disaster? and
Confidence in ability to respond—I will be able to successfully
respond to a disaster.
Key Findings:
clear differences in how survey
respondents perceived risk,
severity, and efficacy by different categories of hazard. Public
beliefs about hazards
can be clustered into two groupings:
-
-
Individuals had similar beliefs about natural disasters, including
wildfires, floods,
and weather emergencies. Respondents believed they were at
risk for these
disasters and that preparing for them would be helpful.
Individuals had similar beliefs about terrorist acts, hazardous
materials accidents,
and disease outbreaks. Respondents believed these disasters
were less likely and
that preparedness would not be as helpful.
Preparedness in America
14
29. 2.1 Perceived Risk and Severity
Data from several FEMA national household surveys
consistently demonstrated that different
categories of hazards were perceived to have different risks.
Respondents were asked to rate the
likelihood of natural disasters, acts of terrorism, hazardous
material accidents, and highly
contagious disease outbreaks ever happening in their
community. Most respondents in 2012
(57 percent) believed they were at risk for experiencing at least
one of these events. As illustrated
in Figure 8, nearly half of participants considered it likely that a
natural disaster would occur in
their community.5 Respondents considered hazardous materials
accidents, disease outbreaks, and
terrorist acts substantially less likely.
Overall, this represents a small but steady increase in people’s
risk perception of natural
disasters, possibly due to increased media coverage surrounding
several high profile natural
disasters that have occurred in the past few years. Based on data
from 2007–2011, people’s
perceived risk of disease outbreaks peaked at 28 percent during
the H1N1 outbreak in 2009.vii
Perceived risk of hazardous materials accidents remained
constant, while perceived risk of
terrorist acts decreased over that same period.
Figure 8: Perceived Risk
To enhance the understanding of how people think about
different categories of disaster, in 2011,
30. FEMA asked respondents to consider the same four categories
of disasters, and then rate how
severe the impact would be to them personally if the event were
to occur. For all disaster
categories, more participants perceived higher severity than
higher likelihood of a disaster
occurrence (Figure 9). This gap was most pronounced for a
terrorist act: while fewer people
5 These surveys were national in scope; all respondents were
asked questions on all hazards and were not matched to actual
hazard risk
for the respondent’s location.
Beliefs about Risk and
Efficacy by Hazard 2
15
thought they were at risk for a terrorist act, more people thought
that if such an act occurred, the
impact to them personally would be severe or very severe.
Figure 9: Perceived Risk and Severity (2011)*
2.2 Perceived Efficacy
To better understand how to motivate the
public to take action, it is important to
understand whether or not people think they
can do anything to prevent or mitigate the
31. effects of a disaster. Thus, FEMA developed
survey questions to examine respondents’
beliefs related to the following:
Belief That Preparing Will Help: The
belief that preparedness actions will be
useful in the event of a disaster; and
Confidence in Ability to Respond: The
belief that I will be able to successfully
respond to a disaster.
Figure 10 presents these findings for a range of
hazards.
In 2011, 68 percent of respondents believed
that preparing in advance for a natural disaster
would help them during/after the event. When
asked to rate their confidence in knowing how
to respond to different types of disasters,
individuals were more confident in their ability
to react to natural disasters than to terrorist
Figure 10: Perceived Efficacy: Preparing
Helps and I Can Respond (2011)
Preparedness in America
32. 16
acts, hazardous materials accidents, or disease outbreaks. In
2011, two-thirds of individuals
(67 percent) expressed confidence in their ability to respond to
a weather emergency like a
snowstorm or hurricane (disasters that tend to occur with
advanced warning), while the other half
were confident in their ability to respond to a natural disaster
that occurred with no warning,
such as an earthquake/tornado (51 percent). Even fewer
individuals expressed confidence in the
case of a disease outbreak (35 percent), hazardous materials
accident (25 percent), or a terrorist
act (22 percent).
2.3 Disaster Groups
Individuals’ attitudes toward different hazards may affect their
preparedness. To examine
response patterns to the four belief questions across disasters, a
factor analysis was performed.
The analysis indicated that disaster types fall into two
groupings (Grouping 1: Natural Disasters
and Grouping 2: Terrorism/Hazardous Materials
Accident/Disease Outbreak). This means that if
someone has a certain belief towards a hazardous materials
accident, he or she is likely to hold
the same belief towards a disease outbreak or a terrorist act but
not necessarily towards a natural
disaster.
33. Figure 11 presents perceived risk, severity, usefulness of
preparing, and confidence in ability to
respond for each grouping. Future research to examine disasters
from the perspective of notice
versus no-notice events may provide additional findings to
inform preparedness messaging.
Figure 11: Belief by Disaster Groups (2011)
17
3 Beliefs and Experiences Related to
Preparedness Behaviors
Section Overview: An analysis of which personal beliefs and
experiences have a positive
relationship to preparedness behaviors to determine which
beliefs and experiences should
be reinforced and enhanced.
Key Findings:
34. All examined beliefs related specifically to natural disasters had
a positive
relationship with preparedness behaviors. Of the examined
beliefs related to terrorist
acts, hazardous materials accidents, and disease outbreaks, only
the confidence in
one’s ability to respond had a positive relationship with
preparedness behaviors.
Willingness to consider preparing, knowing how to prepare, and
having thought about
preparedness are three beliefs that had a positive relationship to
preparedness
behaviors.
Referencing a personal disaster experience was likely more
effective in motivating
preparedness behavior than referencing disasters in other
locations.
Leveraging social networks to provide opportunities to discuss
preparedness and to
encourage planning and training should be reinforced and
enhanced.
Preparedness in America
18 …
Community Preparedness: Simple Activities for
Everyone
35. Community Preparedness: Simple Activities
for Everyone
September 2011 Page i
PROGRAM LEADER GUIDE
CONTENTS
Purpose
...............................................................................................
...............................................1
The Preparedness
Topics.....................................................................................
.............................2
How To Use the Materials
...............................................................................................
..................3
Planning Your Program
...............................................................................................
......................4
Step 1: Identify Your Target Audience
.................................................................................4
Step 2: Determine Interests and Needs
...............................................................................4
Step 3: Select Presenters
36. ...............................................................................................
......5
Step 4: Prepare the Presentation
.........................................................................................6
Step 5: Arrange
Logistics.................................................................................
.....................8
Step 6: Get the Word Out
...............................................................................................
......9
Getting Feedback
...............................................................................................
...............................10
Acknowledging Accomplishments
...............................................................................................
.....10
Additional Resources
...............................................................................................
.........................11
Note: Copies of the activities are in the Facilitator Guide and
Handout Masters
document.
Community Preparedness: Simple Activities
for Everyone
37. September 2011 Page 1
PROGRAM LEADER GUIDE
PURPOSE
Preparedness is the shared responsibility of all levels of
government, the private and nonprofit
sectors, and individual citizens.
Individuals and households are at the core of our Nation’s
preparedness. A community’s ability
to respond to or recover from a disaster depends on the level of
preparedness of every
member. However, a 2009 Citizen Corps National Survey found
38. that 29 percent of Americans
have not prepared because they think that emergency responders
will help them and that over
60 percent expect to rely on emergency responders in the first
72 hours following a disaster.
The reality is that in a complex disaster, first responders and
emergency workers may not be
able to reach everyone right away. In addition, providers may
not be able to restore critical
services, such as power, immediately.
The purpose of this initiative is to promote personal and
community preparedness through
engaging activities for individuals, neighbors, or households.
These activities are a set of
building blocks. You can mix and match the activities based on
the needs of your target
audience or time available. Most activities can be completed
during a 15-minute to 60-minute
session. You should adapt the materials to include critical local
information, such as information
on local hazards, local alerts and warnings, and local
community response resources and
protocols.
Remember, preparedness does not have to be complex or overly
time consuming. Rather, it
should motivate, empower, and engage the whole community.
Community Preparedness: Simple Activities
for Everyone
39. September 2011 Page 2
PROGRAM LEADER GUIDE
THE PREPAREDNESS TOPICS
Below is a list of the preparedness activities:
Core Preparedness Topics
Title Information and Activities on . . . Approx. Length
Preparedness on a
Shoestring
Creating a no-cost or low-cost disaster kit 30 – 60 minutes
Where Is Everybody? Developing a communications plan 20
minutes
Who Can You Count On?
Who Counts on You?
Establishing a personal support network 20 minutes
Easy Out: Getting to Safety Planning for and practicing an
evacuation 30 minutes
Storm Safe — Sheltering in
Place
Staying safe when evacuation is not an option 20 – 40 minutes
Disaster Plan Dress
Rehearsal
Practicing your disaster plan 30 – 60 minutes
40. Hazard-Reduction Topics
Title Information and Activities on . . . Approx. Length
Hunting Home Hazards Identifying and reducing home hazards
30 – 60 minutes
An Ounce of Fire Prevention Identifying and reducing fire risks
30 minutes
Putting Out Fires Using a fire extinguisher 30 – 60 minutes
Home Safe Home Implementing simple risk-reduction
(mitigation)
measures
30 – 60 minutes
Safeguarding Your Valuables Protecting important items and
documents 30 minutes
Specialized Preparedness Topics
Title Information and Activities on . . . Approx. Length
Pet/Service Animal
Preparedness
Taking care of pets and service animals during a
disaster
30 minutes
Rx for Readiness Starting a “Stay Healthy” Kit and plan 30
minutes
Going Off Grid: Utility
Outages
Preparing for utility outages 20 – 40 minutes
Coming Home After a
41. Disaster
Planning for recovery from disaster 20 minutes
Preparedness: The Whole
Community
Understanding emergency management and
response roles and getting involved
30 – 90 minutes
Remember . . . You can mix and match the topics based on the
needs of your audience. In
addition, you may adjust the times by modifying the activities
demonstrated during the session.
Community Preparedness: Simple Activities
for Everyone
September 2011 Page 3
PROGRAM LEADER GUIDE
HOW TO USE THE MATERIALS
Each topic includes a facilitator guide and participant materials.
42. The program design has limited the number of pages and the
need for presentation equipment
such as computers and projectors.
The first pages of each topic
provide the facilitator with:
• Overall purpose of the
session.
• Suggested preparation
steps and materials.
• Presentation tips.
Facilitator Guide
Following the facilitator guide
are handouts for the
participants to use during the
session or as “take away”
materials.
Handouts
Community Preparedness: Simple Activities
for Everyone
September 2011 Page 4
43. PROGRAM LEADER GUIDE
PLANNING YOUR PROGRAM
To plan your preparedness program, you may want to complete
the following steps:
Below are suggestions for completing each step.
Step 1: Identify Your Target Audience
Think about who would benefit from this program. Make a list
of the potential members of your
target audience.
Step 2: Determine Interests and Needs
Now that you have identified the members of your target
audience, ask yourself:
• What will motivate these individuals to attend preparedness
session(s)?
• What do you think participants will hope to gain or learn?
• Which topics are of most interest to them?
• How much time will individuals want to spend at a session?
How likely are they to return if
you offered multiple sessions?
• What day, time, and location will be best?
• What is the ideal mix of people to help foster networking and
sustainability after the session?
44. Use the answers to these questions to select the topics to be
included in your program and
determine how to schedule your session(s).
Step 6: Get the Word Out
Step 5: Arrange Logistics
Step 4: Prepare the Presentation
Step 3: Select Presenters
Step 2: Determine Interests and Needs
Step 1: Identify Your Target Audience
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for Everyone
September 2011 Page 5
PROGRAM LEADER GUIDE
PLANNING YOUR PROGRAM (CONTINUED)
Step 3: Select Presenters
A facilitator with effective communications skills should be
able to conduct most of the
sessions.
However, it is recommended that individuals with the following
45. expertise present the two
sessions below.
Title Recommended Presenter
Putting Out Fires Fire Service Personnel
Preparedness: The Whole Community Emergency Management
Personnel
Optional: You may want to consult or involve the following
additional individuals in the
following sessions:
Title Optional Individuals To Involve
Preparedness on a Shoestring Emergency Management
Personnel
Where Is Everybody? Emergency Management Personnel
Who Can You Count On? Who Counts
on You?
Representatives From Functional Needs
Community
Easy Out: Getting to Safety Emergency Management Personnel
Storm Safe — Sheltering in Place Emergency Management
Personnel
Disaster Plan Dress Rehearsal Emergency Management
Personnel
Hunting Home Hazards Fire Service Personnel
An Ounce of Fire Prevention Fire Service Personnel
Home Safe Home Construction Expert or Structural
Engineer/Mitigation Specialist
Pet/Service Animal Preparedness Local Animal Shelter
46. Personnel/Veterinarian
Rx for Readiness Local Medical or Public Health Personnel
Going Off Grid: Utility Outages Local Public Works
Personnel/Utility Company
Representative
Coming Home After a Disaster Construction Expert or
Structural
Engineer/Emergency Management Personnel
In addition, local nongovernmental groups, such as the
American Red Cross or Community
Emergency Response Team (CERT) members are invaluable
resources to help with
presentations or prepare you to conduct the sessions.
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for Everyone
September 2011 Page 6
PROGRAM LEADER GUIDE
PLANNING YOUR PROGRAM (CONTINUED)
Step 4: Prepare the Presentation
The facilitator’s preparation and conduct of the session are keys
to the effectiveness of this
program. Presenters should do the following:
47. • Read the materials thoroughly.
• Complete all activities and be prepared to answer the
questions that the participants will
likely ask while completing the activities.
• Draft your own notes in the margins of the materials.
• Add personal experiences to help explain the important points.
• Tailor the material with information on local hazards, local
alerts and warnings, and local
community response resources and protocols. Also, you may
want to emphasize different
information (e.g., apartment evacuation vs. single homes) to
meet your audience’s needs.
• Rehearse with a small group and ask for suggestions for
enhancing the delivery.
• Remember to use the following effective facilitation
techniques:
Facilitation Techniques
physically from the
group by standing behind a podium or a table. Feel free to
move around the
room while you are speaking.
class that you
attended. If the instructor lectured incessantly, chances are that
you tuned out
and did not learn much. This package is a guide, not your
48. script. Flexibility is the
key to success. You may modify discussion questions to meet
the needs of the
group. If you do not like or do not understand a question,
change it.
a participant
asks you a question to which you do not know the answer:
• Tell the participant that you do not know the answer.
• Explain that you will find the answer and get back to the
participant.
important, but do not move
to the next activity before ensuring that the group understands
what has already
been discussed. You can check understanding by asking for
volunteers to
summarize concepts and fill in gaps during your transitions.
verbal and nonverbal responses and clues.
Use your
observations to keep the session running smoothly.
Additional presentation do’s and don’ts are listed on the next
page.
Community Preparedness: Simple Activities
49. for Everyone
September 2011 Page 7
PROGRAM LEADER GUIDE
PLANNING YOUR PROGRAM (CONTINUED)
Step 4: Prepare the Presentation (Continued)
Do’s . . . Don’ts . . .
Eye Contact Eye Contact
• Look at people’s eyes.
• Continually scan the group with your eyes.
• Look at the whole group.
• Avoid eye contact.
• Scan the group too rapidly or infrequently.
Body Movement Body Movement
• Position your body so you face the majority
of the people.
• Vary your position in the room.
• Stand with good posture.
• Walk toward people when they speak.
• Talk to your notes, easel, or board.
• Turn your back to part of the group.
• Stand in fixed positions.
• Slouch.
50. • Distance yourself from people.
Gestures Gestures
• Use natural and spontaneous gestures.
• Smile and be animated.
• Engage in distracting behavior such as looking at
your watch, or jingling change.
Voice/Speech Voice/Speech
• Speak loud enough to be heard.
• Vary the pace of your presentation.
• Slow down for important points.
• Use the pause.
• Mumble.
• Use “fillers” such as “like” or “um.”
• Speak with a monotone voice.
• Be afraid of pauses.
Ask Questions Ask Questions
• Ask clear, concise questions.
• Focus each question on a single issue.
• Make sure the participants can answer your
questions.
• Ask questions that require two distinct answers.
• Answer your own question! Rephrase your
question if you don’t get an answer.
Listening Listening
• Keep an open mind.
• Maintain eye contact and show interest.
• Consider the speaker’s nonverbal
51. behaviors and tone of voice.
• Ask for clarification.
• Paraphrase the meaning and feelings being
expressed.
• Be judgmental.
• Interrupt the speaker.
• Begin formulating a rebuttal.
• Distort the message based on your own beliefs
or thoughts.
Community Preparedness: Simple Activities
for Everyone
September 2011 Page 8
PROGRAM LEADER GUIDE
PLANNING YOUR PROGRAM (CONTINUED)
Step 5: Arrange Logistics
Use the checklist below to organize and take care of all
logistics.
Notifications
52. • Have all participants and presenters been notified of the time
Condition of Room
• Is seating arrangement (round tables, conference tables)
Safety
• Are there adequate exits from the r
• Do any hazards exist (e.g., loose wires/cables, narrow aisles,
loose carpet,
sharp edges on tables, etc.)?
Supplies, Materials, and Refreshments
• Do you have all needed supportin
No
No
• Do you have feedba
53. Forming partnerships with other organizations or getting
sponsorship from the business
community can help defray some of the expenses for supplies,
materials, and refreshments.
Faith-based organizations, libraries, civic associations, schools,
or government office buildings
may have space for hosting the sessions.
Community Preparedness: Simple Activities
for Everyone
September 2011 Page 9
PROGRAM LEADER GUIDE
PLANNING YOUR PROGRAM (CONTINUED)
Step 6: Get the Word Out
You may need to let your target audience know about the
preparedness program. Below are
suggestions for getting the word out:
• Email messages to members
• Newsletter articles
• Web, social media, or blog postings
• Public service announcements
• Local cable television notices
54. Forming a partnership with local media outlets can be
invaluable for promoting your program
and recognizing contributions from presenters and others.
Taking photographs of preparedness sessions may be useful for
promoting future sessions.
Remember, you should get releases from individuals before
publishing the photographs.
Community Preparedness: Simple Activities
for Everyone
September 2011 Page 10
PROGRAM LEADER GUIDE
GETTING FEEDBACK
At the end of your session, you may want to get feedback from
your participants. Below are
sample questions that you can ask:
Sample Feedback Questions
• What was the most effective portion of the presentation?
• How could we improve this presentation?
• Following this presentation, what preparedness actions do you
55. plan to take?
• What additional preparedness information would be helpful?
ACKNOWLEDGING ACCOMPLISHMENTS
Following your session, you may want to take the following
actions:
• Thank-You Notes: Make sure to send thank-you notes to
individuals and organizations
who helped with presentations or provided sponsorship.
• Follow-Up: Contact participants to see if they are
implementing preparedness actions.
• Certificates: Present certificates to participants who complete
the entire program.
• Articles or Postings: Feature preparedness accomplishments
in articles or web postings
to reinforce actions and encourage others.
Community Preparedness: Simple Activities
for Everyone
September 2011 Page 11
56. PROGRAM LEADER GUIDE
ADDITIONAL RESOURCES
Below are additional resources that you may want to use in
planning and conducting your
preparedness program.
• Citizen Preparedness Publications
– FEMA 475
– FEMA 478
– FEMA 477
– FEMA 532
Web Site: http://www.citizencorps.gov/ready/cc_pubs.shtm
• Ready.gov
-Specific Information
-Friendly Supplies
Web Site: http://www.ready.gov
• Red Cross
-Reference
Web Site: http://www.redcross.org
57. • Weather Information
Web Site: http://www.weather.gov
Hazards
Web Site: http://www.nws.noaa.gov/nwr/streamaudio.htm
• Flu.gov
Web Site: http://www.flu.gov
• Foodsafety.gov
Web Site:
http://www.foodsafety.gov/keep/emergency/index.html
• Firesafety.gov
Web Site: http://www.firesafety.gov
http://www.citizencorps.gov/ready/cc_pubs.shtm
http://www.ready.gov/
http://www.redcross.org/
http://www.weather.gov/
http://www.nws.noaa.gov/nwr/streamaudio.htm
http://www.flu.gov/
http://www.flu.gov/
http://www.foodsafety.gov/keep/emergency/index.html
http://www.foodsafety.gov/
http://www.foodsafety.gov/
http://www.foodsafety.gov/
http://www.firesafety.gov/
58. http://www.firesafety.gov/ContentsPurposeThe
PREPAREDNESS TOPICSHow To Use the Materialsplanning
your programStep 1: Identify Your Target AudienceStep 2:
Determine Interests and Needsplanning your program
(ContinuEd)Step 3: Select Presentersplanning your program
(ContinuEd)Step 4: Prepare the Presentationplanning your
program (ContinuEd)Step 4: Prepare the Presentation
(Continued)planning your program (ContinuEd)Step 5: Arrange
Logisticsplanning your program (ContinuEd)Step 6: Get the
Word OutGetting FeedbackAcknowledging
AccomplishmentsAdditional Resources
National Response
Framework
Third Edition
June 2016
National Response
Framework
i
E x e c u t i v e S u m m a r y
The National Response Framework is a guide to how the Nation
responds to all types of disasters and
emergencies. It is built on scalable, flexible, and adaptable
concepts identified in the National
Incident Management System to align key roles and
responsibilities across the Nation. This
Framework describes specific authorities and best practices for
59. managing incidents that range from
the serious but purely local to large-scale terrorist attacks or
catastrophic natural disasters. The
National Response Framework describes the principles, roles
and responsibilities, and coordinating
structures for delivering the core capabilities required to
respond to an incident and further describes
how response efforts integrate with those of the other mission
areas. This Framework is always in
effect and describes the doctrine under which the Nation
responds to incidents. The structures,
roles, and responsibilities described in this Framework can be
partially or fully implemented in the
context of a threat or hazard, in anticipation of a significant
event, or in response to an incident.
Selective implementation of National Response Framework
structures and procedures allows for a
scaled response, delivery of the specific resources and
capabilities, and a level of coordination
appropriate to each incident.
The Response mission area focuses on ensuring that the Nation
is able to respond effectively to all
types of incidents that range from those that are adequately
handled with local assets to those of
catastrophic proportion that require marshaling the capabilities
of the entire Nation. The objectives of
the Response mission area define the capabilities necessary to
save lives, protect property and the
environment, meet basic human needs, stabilize the incident,
restore basic services and community
functionality, and establish a safe and secure environment to
facilitate the integration of recovery
activities.1 The Response mission area includes 15 core
capabilities: planning; public information
and warning; operational coordination; critical transportation;
60. environmental response/health and
safety; fatality management services; fire management and
suppression; infrastructure systems;
logistics and supply chain management; mass care services;
mass search and rescue operations; on-
scene security, protection, and law enforcement; operational
communications; public health,
healthcare, and emergency medical services; and situational
assessment.
The priorities of the Response mission area are to save lives,
protect property and the environment,
stabilize the incident, and provide for basic human needs. The
following principles establish
fundamental doctrine for the Response mission area: engaged
partnership; tiered response; scalable,
flexible, and adaptable operational capabilities; unity of effort
through unified command; and
readiness to act.
Scalable, flexible, and adaptable coordinating structures are
essential in aligning the key roles and
responsibilities to deliver the Response mission area’s core
capabilities. The flexibility of such
structures helps ensure that communities across the country can
organize response efforts to address
a variety of risks based on their unique needs, capabilities,
demographics, governing structures, and
non-traditional partners. This Framework is not based on a one-
size-fits-all organizational construct,
but instead acknowledges the concept of tiered response, which
emphasizes that response to incidents
should be handled at the lowest jurisdictional level capable of
handling the mission.
61. 1 As with all activities in support of the National Preparedness
Goal, activities taken under the response mission
must be consistent with all pertinent statutes and policies,
particularly those involving privacy and civil and human
rights, such as the Americans with Disabilities Act of 1990,
Rehabilitation Act of 1973, and Civil Rights Act of
1964.
National Response Framework
ii
In implementing the National Response Framework to build
national preparedness, partners are
encouraged to develop a shared understanding of broad-level
strategic implications as they make
critical decisions in building future capacity and capability. The
whole community should be
engaged in examining and implementing the strategy and
doctrine contained in this Framework,
considering both current and future requirements in the process.
National Response
Framework
iii
T a b l e o f C o n t e n t s
Introduction
...............................................................................................
62. .................... 1
Framework Purpose and Organization
.................................................................................1
Evolution of the Framework
...............................................................................................
....3
Relationship to NIMS
...............................................................................................
...............3
Intended Audience
...............................................................................................
....................4
Scope
...............................................................................................
.............................. 4
Guiding Principles
...............................................................................................
....................5
Risk Basis
...............................................................................................
...................................7
Roles and Responsibilities
........................................................................................... 8
Individuals, Families, and Households
..................................................................................8
Communities
....................................................................................... ........
..............................9
Nongovernmental Organizations
............................................................................................9
Private Sector Entities
...............................................................................................
............10
Local Governments
63. ...............................................................................................
.................11
State, Tribal, Territorial, and Insular Area Governments
................................................12
Federal Government
...............................................................................................
...............15
Core Capabilities
...............................................................................................
.......... 20
Context of the Response Mission
Area.................................................................................20
Response Actions to Deliver Core Capabilities
...................................................................28
Coordinating Structures and Integration
.................................................................. 32
Local Coordinating Structures
.............................................................................................3
2
State and Territorial Coordinating Structures
...................................................................32
Tribal Coordinating Structures
............................................................................................3
2
Private Sector Coordinating Structures
..............................................................................33
Federal Coordinating
Structures................................................................................
..........33
Operational Coordination
...............................................................................................
......39
Integration
...............................................................................................
64. ...............................45
National Response Framework
iv
Relationship to Other Mission Areas
......................................................................... 47
Operational Planning
.................................................................................. .............
... 47
Response Operational Planning
...........................................................................................48
Planning Assumptions
......................................................................................... ......
............51
Framework Application
...............................................................................................
.........51
Supporting Resources
.................................................................................. .............
. 51
Conclusion
...............................................................................................
.................... 52
National Response Framework
65. 1
I n t r o d u c t i o n
The National Preparedness System outlines an organized
process for the whole community to move
forward with their preparedness activities and achieve the
National Preparedness Goal. The National
Preparedness System integrates efforts across the five
preparedness mission areas—Prevention,
Protection, Mitigation, Response, and Recovery—in order to
achieve the goal of a secure and
resilient Nation. The National Response Framework (NRF), part
of the National Preparedness
System, sets the strategy and doctrine for how the whole
community builds, sustains, and delivers the
Response core capabilities identified in the National
Preparedness Goal in an integrated manner with
the other mission areas. This third edition of the NRF reflects
the insights and lessons learned from
real-world incidents and the implementation of the National
Preparedness System.
Prevention: The capabilities necessary to avoid, prevent, or stop
a threatened or actual
act of terrorism. Within the context of national preparedness,
the term “prevention” refers
to preventing imminent threats.
Protection: The capabilities necessary to secure the homeland
against acts of terrorism
and manmade or natural disasters.
Mitigation: The capabilities necessary to reduce loss of life and
property by lessening
the impact of disasters.
66. Response: The capabilities necessary to save lives, protect
property and the
environment, and meet basic human needs after an incident has
occurred.
Recovery: The capabilities necessary to assist communities
affected by an incident to
recover effectively.
F r a m e w o r k P u r p o s e a n d O r g a n i z a t i o n
The NRF is a guide to how the Nation responds to all types of
disasters and emergencies. It is built
on scalable, flexible, and adaptable concepts identified in the
National Incident Management System
(NIMS)2 to align key roles and responsibilities across the
Nation. The NRF describes specific
authorities and best practices for managing incidents that range
from the serious but purely local to
large-scale terrorist attacks or catastrophic3 natural disasters.
This document supersedes the NRF that was issued in May
2013. It becomes effective
60 days after publication.
The term “response,” as used in the NRF, includes actions to
save lives, protect property and the
environment, stabilize communities, and meet basic human
needs following an incident. Response
also includes the execution of emergency plans and actions to
support short-term recovery. The NRF
describes doctrine for managing any type of disaster or
emergency regardless of scale, scope, and
complexity. This Framework explains common response
disciplines and processes that have been
67. 2 http://www.fema.gov/national-incident-management-system
3 A catastrophic incident is defined as any natural or manmade
incident, including terrorism, that results in
extraordinary levels of mass casualties, damage, or disruption
severely affecting the population, infrastructure,
environment, economy, national morale, or government
functions.
http://www.fema.gov/national-incident-management-system
National Response Framework
2
developed at all levels of government (local, state, tribal,
territorial, insular area,4 and Federal) and
have matured over time.
To support the Goal, the objectives of the NRF are to:
cribe scalable, flexible, and adaptable coordinating
structures, as well as key roles and
responsibilities for integrating capabilities across the whole
community,5 to support the efforts of
local, state, tribal, territorial, insular area, and Federal
governments in responding to actual and
potential incidents.
prepare for delivering the response
core capabilities.
Response mission area.
68. mission areas, as well as the
relationship between the Response core capabilities and the core
capabilities in other mission
areas.
foundation for the development of the
Response Federal Interagency Operational Plan (FIOP).
the performance of response core
capabilities during all hazards emergencies or other situations
that may disrupt normal
operations.
The NRF is composed of a base document, Emergency Support
Function (ESF) Annexes, and
Support Annexes. The annexes provide detailed information to
assist with the implementation of the
NRF.
ral coordinating structures
that group resources and capabilities
into functional areas that are most frequently needed in a
national response.
and considerations that are most
common to the majority of incidents.
Note that the incident annexes, which address response to
specific risks and hazards, can now be
found as annexes to the Response FIOP rather than as
supplements to the NRF. This change is
consistent with guidance in the National Preparedness System.
69. 4 Per the Stafford Act, insular areas include Guam, the
Commonwealth of the Northern Mariana Islands, American
Samoa, and the U.S. Virgin Islands. Other statutes or
departments and agencies may define the term insular area
differently.
5 Whole community includes individuals and communities, the
private and nonprofit sectors, faith-based
organizations, and all levels of government (local,
regional/metropolitan, state, tribal, territorial, insular area, and
Federal). Whole community is defined in the National
Preparedness Goal as “a focus on enabling the participation in
national preparedness activities of a wider range of players from
the private and nonprofit sectors, including
nongovernmental organizations and the general public, in
conjunction with the participation of all levels of
governmental in order to foster better coordination and working
relationships.” The National Preparedness Goal may
be found online at http://www.fema.gov.
http://www.fema.gov/
National Response Framework
3
Figure 1: NRF and FIOP Structure
E v o l u t i o n o f t h e F r a m e w o r k
The NRF builds on over 20 years of Federal response guidance
beginning with the Federal Response
Plan published in 1992, which focused largely on Federal roles
and responsibilities. The
70. establishment of the Department of Homeland Security (DHS)
and the emphasis on the development
and implementation of common incident management and
response principles led to the development
of the National Response Plan (NRP) in 2004. The NRP broke
new ground by integrating all levels
of government, the private sector, and nongovernmental
organizations (NGO) into a common
incident management framework. In 2008, the NRP was
superseded by the first NRF, which
streamlined the guidance and integrated lessons learned from
Hurricane Katrina and other incidents.
This NRF reiterates the principles and concepts of the 2013
version of the NRF and implements the
new requirements and terminology of the National Preparedness
System. By fostering a holistic
approach to response, this NRF emphasizes the need for the
involvement of the whole community.
Along with the National Planning Frameworks for other mission
areas, this document now describes
the all-important integration and inter-relationships among the
mission areas of Prevention,
Protection, Mitigation, Response, and Recovery.
R e l a t i o n s h i p t o N I M S
The response protocols and structures described in the NRF
align with NIMS. NIMS provides the
incident management basis for the NRF and defines standard
command and management structures.
Standardizing national response doctrine on NIMS provides a
consistent, nationwide template to
enable the whole community to work together to prevent,
protect against, mitigate, respond to, and
recover from the effects of incidents regardless of cause, size,
location, or complexity.
71. All of the components of the NIMS—including preparedness,
communications and information
management, resource management, and command and
management—support response. The NIMS
concepts of multiagency coordination and unified command are
described in the command and
management component of NIMS. These two concepts are
essential to effective response operations
National Response Framework
4
because they address the importance of: (1) developing a single
set of objectives, (2) using a
collective, strategic approach, (3) improving information flow
and coordination, (4) creating a
common understanding of joint priorities and limitations, (5)
ensuring that no agency’s legal
authorities are compromised or neglected, and (6) optimizing
the combined efforts of all participants
under a single plan.
I n t e n d e d A u d i e n c e
Although the NRF is intended to provide guidance for the whole
community, it focuses especially on
the needs of those who are involved in delivering and applying
the response core capabilities defined
in the National Preparedness Goal. This includes emergency
management practitioners, first
responders, community leaders, and government officials who
72. must collectively understand and
assess the needs of their respective communities and
organizations and determine the best ways to
organize and strengthen their resilience.
The NRF is intended to be used by the whole community. The
whole community includes
individuals, families, households, communities, the private and
nonprofit sectors, faith-based
organizations, and local, state, tribal, territorial, and Federal
governments. This all-inclusive
approach focuses efforts and enables a full range of
stakeholders to participate in national
preparedness activities and to be full partners in incident
response. Government resources alone
cannot meet all the needs of those affected by major disasters.
All elements of the community must
be activated, engaged, and integrated to respond to a major or
catastrophic incident.
Engaging the whole community, particularly with regards to
developing individual and community
preparedness, is essential to the Nation’s success in achieving
resilience and national preparedness.
By providing equal access to acquire and use the necessary
knowledge and skills, this Framework is
intended to enable the whole community to contribute to and
benefit from national preparedness.
This includes children6; older adults; individuals with
disabilities and others with access and
functional needs7; those from religious, racial, and ethnically
diverse backgrounds; people with
limited English proficiency; and owners of animals, including
household pets and service and
assistance animals. Their contributions must be integrated into
the Nation’s efforts, and their needs
73. must be incorporated as the whole community plans and
executes the core capabilities.8
S c o p e
The NRF describes structures for implementing nationwide
response policy and operational
coordination for all types of domestic incidents.9 This section
describes the scope of the Response
6 Children require a unique set of considerations across the core
capabilities contained within this document. Their
needs must be taken into consideration as part of any integrated
planning effort.
7 Access and functional needs refers to persons who may have
additional needs before, during and after an incident
in functional areas, including but not limited to: maintaining
health, independence, communication, transportation,
support, services, self-determination, and medical care.
Individuals in need of additional response assistance may
include those who have disabilities; live in institutionalized
settings; are older adults; are children; are from diverse
cultures; have limited English proficiency or are non-English
speaking; or are transportation disadvantaged.
8 For further information, see the Core Capabilities section.
9 A domestic incident may have international and diplomatic
impacts and implications that call for coordination and
consultations with foreign governments and international
organizations. The NRF also applies to the domestic
response to incidents of foreign origin that impact the United
States. See the International Coordination Support
Annex for more information.
National Response Framework
74. 5
mission area, the guiding principles of response doctrine and
their application, and how risk informs
response planning.
The Response mission area focuses on ensuring that the Nation
is able to respond effectively to all
types of incidents that range from those that are adequately
handled with local assets to those of
catastrophic proportion that require marshaling the capabilities
of the entire Nation. The objectives of
the Response mission area define the capabilities necessary to
save lives, protect property and the
environment, meet basic human needs, stabilize the incident,
restore basic services and community
functionality, and establish a safe and secure environment to
facilitate the integration of recovery
activities.10
The NRF describes the principles, roles and responsibilities,
and coordinating structures for
delivering the core capabilities required to respond to any
incident and further describes how
response efforts integrate with those of the other mission areas.
The NRF is always in effect, and
elements can be implemented at any time. The structures, roles,
and responsibilities described in
the NRF can be partially or fully implemented in the context of
a threat or hazard, in anticipation of a
significant event, or in response to an incident. Selective
implementation of NRF structures and
procedures allows for a scaled response, delivery of the specific
resources and capabilities, and a
75. level of coordination appropriate to each incident.
In this Framework, the term ‘incident’ includes actual or
potential emergencies and disasters
resulting from all types of threats and hazards, ranging from
accidents and natural disasters to cyber
intrusions and terrorist attacks. The NRF’s structures and
procedures address how Federal
departments and agencies coordinate support for local, state,
tribal, territorial, and insular area
governments.
Nothing in the NRF is intended to alter or impede the ability of
any local, state, tribal, territorial,
insular area, or Federal government department or agency to
carry out its authorities or meet its
responsibilities under applicable laws, executive orders, and
directives.
G u i d i n g P r i n c i p l e s
The priorities of response are to save lives, protect property and
the environment, stabilize the
incident, and provide for basic human needs. The following
principles establish fundamental doctrine
for the Response mission area: (1) engaged partnership, (2)
tiered response, (3) scalable, flexible, and
adaptable operational capabilities, (4) unity of effort through
unified command, and (5) readiness to
act. These principles are rooted in the Federal system and the
Constitution’s division of
responsibilities between state and Federal governments. These
principles reflect the history of
emergency management and the distilled wisdom of responders
and leaders across the whole
community.
76. Engaged Partnership
Effective partnership relies on engaging all elements of the
whole community, as well as
international partners in some cases. This also includes
survivors who may require assistance and
who may also be resources to support community response and
recovery.
10 As with all activities in support of the National Preparedness
Goal, activities taken under the response mission
must be consistent with all pertinent statutes and policies,
particularly those involving privacy and civil and human
rights, such as the Americans with Disabilities Act of 1990,
Rehabilitation Act of 1973, and Civil Rights Act of
1964.
National Response Framework
6
Those who lead emergency response efforts must communicate
and support engagement with the
whole community by developing shared goals and aligning
capabilities to reduce the risk of any
jurisdiction being overwhelmed in times of crisis. Layered,
mutually supporting capabilities of
individuals, communities, the private sector, NGOs, and
governments at all levels allow for
coordinated planning in times of calm and effective response in
times of crisis. Engaged partnership
and coalition building includes ongoing clear, consistent,
77. accessible, effective,11 and culturally and
linguistically appropriate communication and shared situational
awareness about an incident to
ensure an appropriate response.
Tiered Response
Most incidents begin and end locally and are managed at the
local or tribal level. These incidents
may require a unified response from local agencies, the private
sector, and NGOs. Some may require
additional support from neighboring jurisdictions or state
governments. A smaller number of
incidents require Federal support or are led by the Federal
Government.12 National response
protocols are structured to provide tiered levels of support when
additional resources or capabilities
are needed.
Scalable, Flexible, and Adaptable Operational Capabilities
As incidents change in size, scope, and complexity, response
efforts must adapt to meet evolving
requirements. The number, type, and sources of resources must
be able to expand rapidly to meet the
changing needs associated with a given incident and its
cascading effects. As needs grow and change,
response processes must remain nimble and adaptable. The
structures and processes described in the
NRF must be able to surge resources from the whole
community. As incidents stabilize, response
efforts must be flexible to facilitate the integration of recovery
activities.
Unity of Effort through Unified Command
Effective, unified command is indispensable to response
activities and requires a clear understanding
of the roles and responsibilities of all participating
78. organizations.13 The Incident Command System
(ICS), a component of NIMS, is an important element in
ensuring interoperability across multi-
jurisdictional or multiagency incident management activities.
Unified command, a central tenet of
ICS, enables organizations with jurisdictional authority or
functional responsibility for an incident to
support each other through the use of mutually developed
incident objectives. Each participating
agency maintains its own authority, responsibility, and
accountability.
11 Information, warnings, and communications associated with
emergency management must ensure effective
communication, such as through the use of appropriate auxiliary
aids and services (e.g., interpreters, captioning,
alternate format documents) for individuals with disabilities,
and provide meaningful access to limited English
proficient individuals.
12 Certain incidents such as a pandemic or cyber event may not
be limited to a specific geographic area and may be
managed at the local, state, tribal, territorial, insular area, or
Federal level depending on the nature of the incident.
13 The ICS’s “unified command” concept is distinct from the
military use of this term. Concepts of “command” and
“unity of command” have distinct legal and cultural meanings
for military forces and military operations. Military
forces always remain under the control of the military chain of
command and are subject to redirection or recall at
any time. Military forces do not operate under the command of
the incident commander or under the unified
command structure, but they do coordinate with response
partners and work toward a unity of effort while
maintaining their internal chain of command.
79. National Response Framework
7
Readiness to Act
Effective response requires a readiness to act that is balanced
with an understanding of the risks and
hazards responders face. From individuals and communities to
the private and nonprofit sectors,
faith-based organizations, and all levels of government (local,
state, tribal, …
A Whole Community Approach to
Emergency Management: Principles,
Themes, and Pathways for Action
FDOC 104-008-1 / December 2011
A Whole Community Approach to Emergency Management:
Principles, Themes, and Pathways for Action
i
T a b l e o f C o n t e n t s
Introduction
80. ...............................................................................................
.................... 1
National Dialogue on a Whole Community Approach to
Emergency Management .........2
Whole Community Defined
...............................................................................................
......3
Whole Community Principles and Strategic Themes
...........................................................4
Strategic Themes in Practice
....................................................................................... 6
Understand Community Complexity
.....................................................................................6
Recognize Community Capabilities and Needs
.....................................................................8
Foster Relationships with Community Leaders
..................................................................10
Build and Maintain Partnerships
............................................................................. ............11
Empower Local Action
...............................................................................................
...........14
Leverage and Strengthen Social Infrastructure, Networks, and
Assets ...........................16
Pathways for Action
...............................................................................................
..... 19
Conclusion
...............................................................................................
.................... 23
81. A Whole Community Approach to Emergency Management:
Principles, Themes, and Pathways for Action
ii
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A Whole Community Approach to Emergency Management:
Principles, Themes, and Pathways for Action
1
I n t r o d u c t i o n
The effects of natural and manmade disasters have become more
frequent, far-reaching, and
widespread. As a result, preserving the safety, security, and
prosperity of all parts of our society
is becoming more challenging. Our Nation’s traditional
approach to managing the risks
associated with these disasters relies heavily on the government.
However, today’s changing
reality is affecting all levels of government in their efforts to
improve our Nation’s resilience
while grappling with the limitations of their capabilities.1 Even
in small- and medium-sized
disasters, which the government is generally effective at
managing, significant access and service
gaps still exist. In large-scale disasters or catastrophes,
government resources and capabilities
can be overwhelmed.
The scale and severity of disasters are
growing and will likely pose systemic
82. threats.2 Accelerating changes in
demographic trends and technology are
making the effects of disasters more
complex to manage. One future trend
affecting emergency needs is continued
population shifts into vulnerable areas
(e.g., hurricane-prone coastlines). The
economic development that accompanies
these shifts also intensifies the pressure
on coastal floodplains, barrier islands,
and the ecosystems that support food
production, the tourism industry, and
suburban housing growth. Other
demographic changes will affect disaster
management activities, such as a growing population of people
with disabilities living in
communities instead of institutions, as well as people living
with chronic conditions (e.g.,
obesity and asthma). Also, communities are facing a growing
senior population due to the Baby
Boom generation entering this demographic group.
Consequently, changes in transportation
systems and even housing styles may follow to accommodate
the lifestyles of these residents. If
immigration trends continue as predicted, cities and suburbs
will be more diverse ethnically and
linguistically. Employment trends, when combined with new
technologies, will shift the ways in
which local residents plan their home-to-work commuting
patterns as well as their leisure time.
All of these trends will affect the ways in which residents
organize and identify with community-
based associations and will influence how they prepare for and
respond to emergencies.3
83. 1 Resilience refers to the ability to adapt to changing conditions
and withstand and rapidly recover from disruption
due to emergencies. White House, “Presidential Policy
Directive 8 (PPD-8),” March 30, 2011.
2 Intergovernmental Panel on Climate Change, “Special Report
on Managing the Risks of Extreme Events and
Disasters to Advance Climate Change Adaptation,” November
2011.
3 Strategic Foresight Initiative, “U.S. Demographic Shifts:
Long-term Trends and Drivers and Their Implications for
Emergency Management,” May 2011.
Strategic Foresight Initiative, “Government Budgets: Long-term
Trends and Drivers and Their Implications for
Emergency Management,” May 2011.
Figure 1: Joplin, Missouri, May 24, 2011—Homes were leveled
with
the force of 200 mph winds as an F5 tornado struck the city on
May 22,
2011. This scene is representative of the growing impacts of
disasters.
Jace Anderson/FEMA
A Whole Community Approach to Emergency Management:
Principles, Themes, and Pathways for Action
2
This document presents a foundation for increasing individual
preparedness and engaging with
members of the community as vital partners in enhancing the
resiliency and security of our
Nation through a Whole Community approach. It is intended to
promote greater understanding of
84. the approach and to provide a strategic framework to guide all
members of the emergency
management community as they determine how to integrate
Whole Community concepts into
their daily practices. This document is not intended to be all-
encompassing or focused on any
specific phase of emergency management or level of
government, nor does it offer specific,
prescriptive actions that require communities or emergency
managers to adopt certain protocols.
Rather, it provides an overview of core principles, key themes,
and pathways for action that have
been synthesized from a year-long national dialogue around
practices already used in the field.
While this is not a guide or a “how-to” document, it provides a
starting point for those learning
about the approach or looking for ways to expand existing
practices and to begin more
operational-based discussions on further implementation of
Whole Community principles.
N a t i o n a l D i a l o g u e o n a W h o l e C o m m u n i t y
A p p r o a c h t o E m e r g e n c y
M a n a g e m e n t
In a congressional testimony, the Administrator of the Federal
Emergency Management Agency
(FEMA), Craig Fugate, described today’s reality as follows:
“Government can and will continue
to serve disaster survivors. However, we fully recognize that a
government-centric approach to
disaster management will not be enough to meet the challenges
posed by a catastrophic incident.
That is why we must fully engage our entire societal
capacity....”4 To that end, FEMA initiated a
national dialogue on a Whole Community approach to
emergency management, an approach that
85. many communities have used for years with great success, and
one which has been gathering
strength in jurisdictions across the Nation.
The national dialogue was designed to foster collective learning
from communities’ experiences
across the country. It occurred in various settings, such as
organized conference sessions,
research seminars, professional association meetings,
practitioner gatherings, and official
government meetings. The various settings created opportunities
to listen to those who work in
local neighborhoods, have survived disasters, and are actively
engaged in community
development. Participants in this dialogue included a broad
range of emergency management
partners, including representatives from the private and
nonprofit sectors, academia, local
residents, and government leaders. The conversations with the
various stakeholders focused on
how communities are motivated and engaged, how they
understand risk, and what their
experiences are with resilience following a disaster. In addition,
international and historical
resiliency efforts, such as FEMA’s Project Impact, were
explored to gather lessons learned and
best practices.5
FEMA also brought together diverse members from across the
country to comprise a core
working group. The working group reviewed and validated
emerging Whole Community
principles and themes, gathered examples of the Whole
Community approach from the field, and
86. 4 Administrator Craig Fugate, Federal Emergency Management
Agency, before the United States House
Transportation and Infrastructure Committee, Subcommittee on
Economic Development, Public Buildings, and
Emergency Management at the Rayburn House Office Building,
March 30, 2011.
5 FEMA introduced Project Impact in 1997as a national
initiative designed to challenge the country to undertake
actions that protect families, businesses, and communities by
reducing the effects of natural disasters. The efforts
focused on creating active public-private partnerships to build
disaster-resistant communities.
A Whole Community Approach to Emergency Management:
Principles, Themes, and Pathways for Action
3
identified people, organizations, and communities with
promising local experiences. They
participated in various meetings and conferences and, in some
cases, provided the examples
included in this document.
In addition to the national dialogue, this document was created
concurrently with a larger effort
to build an integrated, layered, all-of-Nation approach to
preparedness, as called for by
Presidential Policy Directive (PPD-8): National Preparedness.6
As such, the Whole Community
approach is being incorporated into all PPD-8 deliverables,
including the National Preparedness
Goal, National Preparedness System description, National
Planning Frameworks, and the
87. campaign to build and sustain preparedness nationwide, as well
as leverage the approach in their
development.7 In support of these efforts, FEMA seeks to spark
exploration into community
engagement strategies to promote further discussion on
approaches that position local residents
for leadership roles in planning, organizing, and sharing
accountability for the success of local
disaster management efforts, and which enhance our Nation’s
security and resilience.
W h o l e C o m m u n i t y D e f i n e d
As a concept, Whole Community is a means by which residents,
emergency management
practitioners, organizational and community leaders, and
government officials can collectively
understand and assess the needs of their respective communities
and determine the best ways to
organize and strengthen their assets, capacities, and interests.
By doing so, a more effective path
to societal security and resilience is built. In a sense, Whole
Community is a philosophical
approach on how to think about conducting emergency
management.
There are many different kinds of communities,
including communities of place, interest, belief, and
circumstance, which can exist both geographically
and virtually (e.g., online forums). A Whole
Community approach attempts to engage the full
capacity of the private and nonprofit sectors,
including businesses, faith-based and disability
organizations, and the general public, in conjunction
with the participation of local, tribal, state, territorial,
and Federal governmental partners. This engagement
means different things to different groups. In an all-
88. hazards environment, individuals and institutions will
make different decisions on how to prepare for and
respond to threats and hazards; therefore, a
community’s level of preparedness will vary. The
challenge for those engaged in emergency
management is to understand how to work with the
diversity of groups and organizations and the policies
and practices that emerge from them in an effort to
improve the ability of local residents to prevent,
protect against, mitigate, respond to, and recover from any type
of threat or hazard effectively.
6 President Barack Obama, “Presidential Policy Directive 8
(PPD-8): National Preparedness,” March 30, 2011.
7 FEMA, “National Preparedness Goal,” September 2011.
(Formally released on October 7, 2011.)
Whole Community is a philosophical
approach in how to conduct the
business of emergency management.
Benefits include:
needs and capabilities
integration of resources from across
the community
ationships that
facilitate more effective prevention,
protection, mitigation, response, and
89. recovery activities
preparedness
community and national levels
A Whole Community Approach to Emergency Management:
Principles, Themes, and Pathways for Action
4
The benefits of Whole Community
include a more informed, shared
understanding of community risks,
needs, and capabilities; an increase in
resources through the empowerment of
community members; and, in the end,
more resilient communities. A more
sophisticated understanding of a
community’s needs and capabilities also
leads to a more efficient use of existing
resources regardless of the size of the
incident or community constraints. In
times of resource and economic
constraints, the pooling of efforts and
resources across the whole community is
a way to compensate for budgetary
pressures, not only for government
agencies but also for many private and
nonprofit sector organizations. The task of cultivating and
sustaining relationships to incorporate
the whole community can be challenging; however, the
90. investment yields many dividends. The
process is as useful as the product. In building relationships and
learning more about the
complexity of a community, interdependencies that may be
sources of hidden vulnerabilities are
revealed. Steps taken to incorporate Whole Community concepts
before an incident occurs will
lighten the load during response and recovery efforts through
the identification of partners with
existing processes and resources who are available to be part of
the emergency management
team. The Whole Community approach produces more effective
outcomes for all types and sizes
of threats and hazards, thereby improving security and
resiliency nationwide.
W h o l e C o m m u n i t y P r i n c i p l e s a n d S t r a t e g
i c T h e m e s
Numerous factors contribute to the resilience of communities
and effective emergency
management outcomes. However, three principles that represent
the foundation for establishing a
Whole Community approach to emergency management emerged
during the national dialogue.
Whole Community Principles:
community. Community engagement
can lead to a deeper understanding of the unique and diverse
needs of a population, including
its demographics, values, norms, community structures,
networks, and relationships. The
more we know about our communities, the better we can
understand their real-life safety and
sustaining needs and their motivations to participate in
91. emergency management-related
activities prior to an event.
the whole community and
empowering local action will better position stakeholders to
plan for and meet the actual
needs of a community and strengthen the local capacity to deal
with the consequences of all
threats and hazards. This requires all members of the
community to be part of the emergency
management team, which should include diverse community
members, social and
community service groups and institutions, faith-based and
disability groups, academia,
Figure 2: Madison, Tennessee, May 29, 2010—Gary Lima,
Tennessee
Emergency Management Agency Community Relations
Coordinator,
leads Boy Scout troop #460 in a Memorial Day project to place
flags on
graves. The picture reflects emergency managers becoming
involved in
the day-to-day activities of community groups. David
Fine/FEMA
A Whole Community Approach to Emergency Management:
Principles, Themes, and Pathways for Action
5
professional associations, and the private and nonprofit sectors,
while including government
92. agencies who may not traditionally have been directly involved
in emergency management.
When the community is engaged in an authentic dialogue, it
becomes empowered to identify
its needs and the existing resources that may be used to address
them.
aily basis.
A Whole Community
approach to building community resilience requires finding
ways to support and strengthen
the institutions, assets, and networks that already work well in
communities and are working
to address issues that are important to community members on a
daily basis. Existing
structures and relationships that are present in the daily lives of
individuals, families,
businesses, and organizations before an incident occurs can be
leveraged and empowered to
act effectively during and after a disaster strikes.
In addition to the three Whole Community principles, six
strategic themes were identified
through research, discussions, and examples provided by
emergency management practitioners.
These themes speak to the ways the Whole Community approach
can be effectively employed in
emergency management and, as such, represent pathways for
action to implement the principles.
Whole Community Strategic Themes:
eds.
93. assets.
In the Strategic Themes in Practice section of this document,
the Whole Community concept is
explored through real-world examples that highlight the key
principles and themes of the Whole
Community approach. In order to provide an illustration of how
the principles and themes can be
applied, examples for each of the five mission areas—
Prevention, Protection, Mitigation,
Response, and Recovery (as outlined in the National
Preparedness Goal)—are included. In
addition, examples from other community development and
public safety efforts have been
included—most notably, community policing. While the focus
and outcomes may differ, such
efforts have proven effective in advancing public health and
safety and offer a model for
emergency management personnel to consider. The Pathways
for Action section provides a list
of reflective questions and ideas for emergency management
practitioners to refer to when they
are beginning to think about how to incorporate the Whole
Community concepts into their
security and resilience efforts.
As a field of practice, our collective understanding of how to
effectively apply Whole
Community as a concept to the daily business of emergency
management will continue to
evolve. It is hoped that this document will assist emergency
managers, as members of their
communities, in that evolution—prompting new actions and
soliciting new ideas and strategies.
FEMA is committed to continued engagement in ongoing
discussions with its partners in the