Running head: WEEK 7 MOCK INCIDENT RESPONSE 1
WEEK 7 MOCK INCIDENT RESPONSE 7
Week 7 Mock Incident Response
American Public University System
EDGM230 Emergency and Disaster Incident Command
June 21, 2014
Week 7 Mock Incident Response
The Incident Command System (ICS) is an important part of the National Incident Management System (NIMS). It provides a standardized template for managing emergency and disaster incidents across the United States that is adjustable and can be expanded to meet the specific needs of the situation at hand. ICS allows for the integration and coordination of various responding agencies in the interest of making the best use of available resources, including agencies from different jurisdictions. In order for ICS to be effective, regular exercises and mock disaster scenarios should be practiced, familiarizing responders with both the system and each other. This paper is a mock incident response that will discuss the 5 ICS functional areas and specific responsibilities for each area pertaining to the specific mock disaster.
Scenario
On June 15, 2014, an explosion occurred at the Daugherty Elementary School located just south of downtown Garland, TX. Initial reports indicate that it was caused by a gas leak in the northern hallway. A fire started that is spreading through the classrooms along the east side of the building, there is structural damage to the outside north courtyard wall, and numerous windows blew out as a result of the explosion. Injuries to some children and staff have been reported, and not all children have been accounted for in the original evacuation. Current enrollment is 412 (School Characteristics and Membership, 2014).
ICS Functional Areas
There are 5 functional areas that are defined for use in ICS. These are Command, Operations, Planning, Logistics, and Finance/Administration (Deal, Bettencourt, Deal, Merrick, & Mills, 2010). Each area has specific responsibilities in order for responses to be handled in a standardized way without duplication of effort or some tasks not getting done because someone thought someone else was doing it. Each emergency or disaster is different, and most of the routine incidents encountered will not require that the full complement of functional areas be activated. In the case of the Daugherty Elementary Explosion, a section for Finance/Administration would not be needed since the response period is expected to be relatively short. As such, this function would be taken care of by the Incident Commander (IC).
Command. This incident requires a single incident command set up, with one person named as Incident Commander. The IC is responsible for determining the objectives and priorities for the incident and ultimately responsible for all decisions related to any aspects of the response, including safety, news releases, and planning operations. One important component of the IC’s responsibility is the implantation of an Incident Action Plan (IAP).
This document discusses disaster drills, which are simulations of emergency situations conducted to educate personnel and test emergency response plans. It defines disaster drills and describes three common types: tabletop drills, functional drills, and full-scale drills. Key aspects of designing effective disaster drills are outlined, including defining objectives, crafting scenarios, and planning activities. Guidelines are provided for roles in drills, such as incident commanders and evaluators. The document emphasizes that regular drills are important to identify weaknesses in plans and increase staff confidence and coordination in responding to emergencies.
Running head TORNADO1TORNADO 4Disaster Resp.docxjenkinsmandie
Running head: TORNADO 1
TORNADO 4
Disaster Response
EMC/350
November 19, 2019
Joplin, Mo. EF-5 Disaster Response
Evaluation of the resources used
Resources that were used in the Joplin, Mo. EF-5 tornado after-action can be categorized in several ways; to begin with, the Emergency relief resources which were required immediately after the disaster, these resources are essential for the survival of the humans, especially after the tragedy had occurred. Some of the Emergency relief resources included: The Food, water, shelter as well as medicines; these four factors were essential for the survival of those who survived the tornado disaster. It is crucial, therefore, for these resources to be availed promptly as well as adequately. Medicine was vital because the people who were injured or those who got severe injuries required urgent medical care as well as help. The shelter that is usually provided for the recovery is commonly transitional and is meant to only protect against the wind as well as rain. In addition to that, a lot of financial resources were used to acquire the already outlined resources as it is hard to get them without money.
Moreover, both financial and material resources are were used in several ways, for instance, the construction of permanent physical structures such as schools, hospitals that are meant to replace tents, and generally the restoration of social structures. Furthermore, clothing is another important factor that is significantly required by the people whose clothes were to tone or destroyed during the occurrence of the disaster. Generally, the primary resources that were used in the case of the Joplin, Mo. An EF-5 tornado was majorly included in the Financial resources, the human resources, which further provided several services such as helping in the removal of the debris, assisting in the construction of the structures, either temporary structures or the permanent structures which had to replace the already destroyed structures. Moreover, the human resource was also essential as they help to cater for the injured. Material resources were also used in the case; material resources included construction materials such as cement, rocks, et cetera. Construction material was vital as it contributed/facilitated the construction of the structures that were required for the protection of the people.
furthermore, financial resources were essential in the establishment of the people who suffered the loss, for instance at least $21 million was offered in grant to assist the victims in taking care of house repairs as well as other disaster-related needs
Evaluation of the technology available
During the disaster, many people are likely to be killed. Technology is essential, particularly during such times, the rescue teams, as well as the id agencies, usually depend on the technique of a rescue mission. Technology typically increases the efficiency as well as the effectiveness of the responders, further d.
This presentation discusses the importance of humanitarian response and emergency preparedness. It outlines that effective emergency response requires advance planning, ability to mobilize resources quickly, and practice drills. Key aspects of preparation include developing response plans with clear lines of authority, inventorying local resources and identifying external support, establishing communication networks, and educating communities on evacuation procedures. International coordination through frameworks like the ISDR help share information and strategies to build disaster resilience. Response must address all phases from relief through recovery and review to improve future preparedness.
Disaster Preparedness Is A Homeland Security Program...Patty Buckley
Randy Fay is the program manager for Snohomish County Emergency Management and coordinates disaster preparedness and response efforts, ensuring the needs of vulnerable populations are met. As a search and rescue crew chief, he personally rescued survivors from the 2014 Oso mudslide in Washington. Top disasters planned for include fires, pandemics, hurricanes, tornadoes, and earthquakes.
Managing Vulnerability
SEC400 Managing Vulnerability
Name
Class
Date
Professor
Managing Vulnerability
When a natural or manmade disaster or a technological threats occurs the effectiveness of the response will be crucial. While the disaster itself cannot be prepared for security personnel can have an effective response in place in the event a disaster or a technological threat was to occur. In a disaster or during technological threats security personnel fulfill the same role as when things are safe and secure. There role is to secure the person and property involved in the disaster or technological threat and to prevent loss. In order for security personnel to be effective in the event of a disaster there needs to be a disaster preparedness plan in place that includes preparing for technological threats as well as a disaster response plan in place.
The role of security personnel at a facility is to ensure the perimeter is properly secured and that there is no internal loss as well as in the new information security personnel are responsible for ensuring there are no security breaches to private sensitive data. Security personnel are responsible for patrolling the facility and protecting the people and the property but they are also responsible for ensuring vulnerabilities are minimized and in the event of a disaster or technological threat there is a proper response. In order to be effectively prepared in the event of a disaster or technological attack the security staff must be proactive in reducing potential vulnerabilities and managing the response.
The security personnel at a facility also have a responsibility to respond to any disasters that occur. Security personnel are responsible for securing the facility and guarding their property as well as providing assistance to staff members in need and support the responding agencies in any investigations. The security personnel will be responsible for implementing any emergency response plan and fulfilling the roles they have been assigned in the event of a disaster as well as providing the necessary assistance to responding agencies such as the police, fire, and medical personnel.
Disaster management is the process of addressing an event that has the potential to seriously disrupt the social fabric of the community and create security threats (Moon, 2011). The natural disaster can involve a hurricane, earthquake, flooding, tornadoes, tsunamis, and wildfires. The manmade disaster can evolve an event such as a nuclear accident or an act of violence by a terrorist group while the technological threat involves intrusion into the private information system of the government or an organization which not only threatens the organization but its employees and its customers. In order to manage the vulnerabilities associated with these events the necessary plans must be in place.
The disaster preparedness plan assists in creating a plan to prevent ...
2006 StrongAngel III - integrated disaster response demonstration in San Diego. Directed by mentor Dr. Eric Rasmussen,MD,MDM,FACP http://about.me/EricRasmussenMD
This document discusses disaster drills, which are simulations of emergency situations conducted to educate personnel and test emergency response plans. It defines disaster drills and describes three common types: tabletop drills, functional drills, and full-scale drills. Key aspects of designing effective disaster drills are outlined, including defining objectives, crafting scenarios, and planning activities. Guidelines are provided for roles in drills, such as incident commanders and evaluators. The document emphasizes that regular drills are important to identify weaknesses in plans and increase staff confidence and coordination in responding to emergencies.
Running head TORNADO1TORNADO 4Disaster Resp.docxjenkinsmandie
Running head: TORNADO 1
TORNADO 4
Disaster Response
EMC/350
November 19, 2019
Joplin, Mo. EF-5 Disaster Response
Evaluation of the resources used
Resources that were used in the Joplin, Mo. EF-5 tornado after-action can be categorized in several ways; to begin with, the Emergency relief resources which were required immediately after the disaster, these resources are essential for the survival of the humans, especially after the tragedy had occurred. Some of the Emergency relief resources included: The Food, water, shelter as well as medicines; these four factors were essential for the survival of those who survived the tornado disaster. It is crucial, therefore, for these resources to be availed promptly as well as adequately. Medicine was vital because the people who were injured or those who got severe injuries required urgent medical care as well as help. The shelter that is usually provided for the recovery is commonly transitional and is meant to only protect against the wind as well as rain. In addition to that, a lot of financial resources were used to acquire the already outlined resources as it is hard to get them without money.
Moreover, both financial and material resources are were used in several ways, for instance, the construction of permanent physical structures such as schools, hospitals that are meant to replace tents, and generally the restoration of social structures. Furthermore, clothing is another important factor that is significantly required by the people whose clothes were to tone or destroyed during the occurrence of the disaster. Generally, the primary resources that were used in the case of the Joplin, Mo. An EF-5 tornado was majorly included in the Financial resources, the human resources, which further provided several services such as helping in the removal of the debris, assisting in the construction of the structures, either temporary structures or the permanent structures which had to replace the already destroyed structures. Moreover, the human resource was also essential as they help to cater for the injured. Material resources were also used in the case; material resources included construction materials such as cement, rocks, et cetera. Construction material was vital as it contributed/facilitated the construction of the structures that were required for the protection of the people.
furthermore, financial resources were essential in the establishment of the people who suffered the loss, for instance at least $21 million was offered in grant to assist the victims in taking care of house repairs as well as other disaster-related needs
Evaluation of the technology available
During the disaster, many people are likely to be killed. Technology is essential, particularly during such times, the rescue teams, as well as the id agencies, usually depend on the technique of a rescue mission. Technology typically increases the efficiency as well as the effectiveness of the responders, further d.
This presentation discusses the importance of humanitarian response and emergency preparedness. It outlines that effective emergency response requires advance planning, ability to mobilize resources quickly, and practice drills. Key aspects of preparation include developing response plans with clear lines of authority, inventorying local resources and identifying external support, establishing communication networks, and educating communities on evacuation procedures. International coordination through frameworks like the ISDR help share information and strategies to build disaster resilience. Response must address all phases from relief through recovery and review to improve future preparedness.
Disaster Preparedness Is A Homeland Security Program...Patty Buckley
Randy Fay is the program manager for Snohomish County Emergency Management and coordinates disaster preparedness and response efforts, ensuring the needs of vulnerable populations are met. As a search and rescue crew chief, he personally rescued survivors from the 2014 Oso mudslide in Washington. Top disasters planned for include fires, pandemics, hurricanes, tornadoes, and earthquakes.
Managing Vulnerability
SEC400 Managing Vulnerability
Name
Class
Date
Professor
Managing Vulnerability
When a natural or manmade disaster or a technological threats occurs the effectiveness of the response will be crucial. While the disaster itself cannot be prepared for security personnel can have an effective response in place in the event a disaster or a technological threat was to occur. In a disaster or during technological threats security personnel fulfill the same role as when things are safe and secure. There role is to secure the person and property involved in the disaster or technological threat and to prevent loss. In order for security personnel to be effective in the event of a disaster there needs to be a disaster preparedness plan in place that includes preparing for technological threats as well as a disaster response plan in place.
The role of security personnel at a facility is to ensure the perimeter is properly secured and that there is no internal loss as well as in the new information security personnel are responsible for ensuring there are no security breaches to private sensitive data. Security personnel are responsible for patrolling the facility and protecting the people and the property but they are also responsible for ensuring vulnerabilities are minimized and in the event of a disaster or technological threat there is a proper response. In order to be effectively prepared in the event of a disaster or technological attack the security staff must be proactive in reducing potential vulnerabilities and managing the response.
The security personnel at a facility also have a responsibility to respond to any disasters that occur. Security personnel are responsible for securing the facility and guarding their property as well as providing assistance to staff members in need and support the responding agencies in any investigations. The security personnel will be responsible for implementing any emergency response plan and fulfilling the roles they have been assigned in the event of a disaster as well as providing the necessary assistance to responding agencies such as the police, fire, and medical personnel.
Disaster management is the process of addressing an event that has the potential to seriously disrupt the social fabric of the community and create security threats (Moon, 2011). The natural disaster can involve a hurricane, earthquake, flooding, tornadoes, tsunamis, and wildfires. The manmade disaster can evolve an event such as a nuclear accident or an act of violence by a terrorist group while the technological threat involves intrusion into the private information system of the government or an organization which not only threatens the organization but its employees and its customers. In order to manage the vulnerabilities associated with these events the necessary plans must be in place.
The disaster preparedness plan assists in creating a plan to prevent ...
2006 StrongAngel III - integrated disaster response demonstration in San Diego. Directed by mentor Dr. Eric Rasmussen,MD,MDM,FACP http://about.me/EricRasmussenMD
hey this is Vedika Agrawal
this presentation is to explain about disaster management considering how to prepare for emergencies..
the source of information is research work and internet
On November 14, 2003, a fire broke out at a mill in Pawtucket, Rhode Island. The Cottage Street Fire Station was directly across from the mill and could see the fully engulfed fire. The fire rapidly spread, destroying three mill buildings, thirteen homes, and damaging seventeen other structures before being contained. Twenty-one mutual aid departments from Rhode Island and Massachusetts assisted the Pawtucket Fire Department. While additional resources and water supply were appropriately implemented, the implementation of incident command system and accountability of firefighters were improperly handled during this large fire.
This document outlines the importance of emergency preparedness and response planning for disasters. Key points include:
1) Advance planning, ability to mobilize resources quickly, and practice drills are essential to effective emergency response. Clear lines of authority and coordination between levels of government and organizations are needed.
2) Detailed response plans must be prepared in advance, identify responsibilities, and include inventory of resources, contact information, and trigger mechanisms. Plans must be reviewed and practiced regularly.
3) Training of emergency response teams is critical. Exercises help identify gaps and develop backup strategies. Advance preparation and warning systems can help minimize disaster impacts. Response does not end with the event and lessons learned should inform future plans.
Emergency Management Operation Of Emergency DepartmentRobin Anderson
The document discusses the emergency management operation of emergency departments and the incident command system. It explains that emergency management deals with managing community disaster response and recovery plans using proactive and coordinated approaches. It also describes how the incident command system establishes control and coordination during emergency responses to make management effective and efficient. It outlines the five mission areas and functional sections of the incident command system.
The document discusses disaster management and planning for healthcare organizations. It defines key terms like hazards, disasters, and emergencies. It outlines the types of disasters and the roles of organizations and local governments in disaster response. It emphasizes the importance of disaster plans, communication, resources, safety, staff training, and leadership. Disaster plans must address utilities, patient care, and legal/ethical issues. Regular drills are needed to evaluate plans and train staff to effectively respond during actual disasters.
How to Make a Society Responsive to a Disaster..presentationZobaer Ahmed
This document outlines key elements needed to make a society responsive to disasters, including conducting hazard and vulnerability assessments, establishing response mechanisms and strategies, developing preparedness plans, coordinating with other organizations, managing information, creating early warning systems, mobilizing resources, and conducting public education and training exercises. The overall goal is to build a society's capacity to cope with future disasters through analyzing past experiences, risk assessments, and preparedness planning in a continuous cycle of assessing, training, exercising, and reviewing to strengthen disaster responsiveness.
Disaster management involves decision-making, which is the major responsibility of disaster managers. Their decisions must compare alternatives and evaluate outcomes, as errors can compound over time. While some decisions strongly impact the organization, all decisions require evaluating probabilities when accurate information is unavailable. Disaster managers must prepare for risks and make plans that assign tasks and responsibilities before and during disasters. Effective disaster response minimizes harm through timely actions.
School Incident Management PresentationDavid Kondrup
The document discusses key principles of the National Incident Management System (NIMS) and Incident Command System (ICS) and how they can be applied to school emergencies. It explains that NIMS provides a standardized framework for emergency response that improves coordination. The ICS establishes clear lines of command, management sections, facilities and common terminology. When applying ICS to schools, it is important to coordinate with first responders and other agencies.
School Incident Management Presentationguestd6096bf
The document discusses key principles of the National Incident Management System (NIMS) and Incident Command System (ICS) and how they can be applied to school-based emergencies. It explains that NIMS provides a standardized framework for incident response that improves coordination between responding agencies. The ICS establishes clear lines of command, management sections, common terminology and organizational structures to effectively respond to various incidents. The document outlines ICS roles and responsibilities and how schools can integrate NIMS and ICS principles into their emergency plans.
This document provides a summary of key aspects that should be considered when developing a disaster preparedness plan for mission-critical facilities. It discusses the types of disasters that can occur and how to prevent failures through comprehensive design, maintenance programs, and addressing human errors. The disaster planning process involves preparation, detection and response, and recovery. Critical information and resources need to be backed up and stored at multiple locations. Assessments of hazards, vulnerabilities, risks, recovery capabilities, and safety are recommended to identify weaknesses and improve the disaster preparedness plan.
LIVING WITH THE EARTHObjectives for this.docxcroysierkathey
LIVING WITH THE EARTH
Objectives for this Chapter
A student reading this chapter will be able to:
Discuss the history and origins of Incident Command System (ICS), the National Incident Management System (NIMS), and The National Response Plan (NRP.
List and describe the major components of ICS, NIMS, and NRP
Objectives for this Chapter
A student reading this chapter will be able to:
Describe and discuss the role of Environmental Health professionals in emergency/disaster response.
IntroductionIt is not terrorist bombs or the release of anthrax spores that spawned the birth of modern day emergency preparedness.
USS Cole
IntroductionIt began with a wildfire in Southern California in 1970 that swept through several counties during a 13 day period burning more than half a million acres, destroying over 700 structures, and costing 16 lives.
FIRESCOPEthe 92nd Congress approved funding for the U.S. Forest Service Research group to design a system or process to significantly improve the capacity of the agencies in Southern California to provide protection against wildfires.
This became known as FIRESCOPE (Firefighting Resources of California Organized for Potential Emergencies).
FIRESCOPE
There were five major program components that required planning and attention.
The coordination of the resources among many agencies during a large incident,
Creating a standard and easily understood terminology by all participants to avoid the use of professional jargon that would differ among police, fire, and emergency medical responders,
Code Four-----I'm okay or Are you okay? Police
Fire departments almost never use this term.
FIRESCOPE
Develop systems and technical capacity that would permit communication among many participating agencies,
Provide training to all members of the participating agencies in communication, terminology, and command structure, and
Develop better methods for predicting the behavior of fires.
Incident CommandThese objectives were ultimately condensed into two components of the FIRESOPE system designated as:Incident Command System (ICS) that provided a specific command structure and coordinated incident management tool.Multi-Agency Coordination System (MACS) that improved coordination among multiple agencies for large incidents that demanded massive resources.
ICSICS structure and successfully employed ICS on a number of wildland and urban fires in 1978. The use of ICS expanded to non-fire incidents. The management of these incidents was “all-hazard” as they employed the well documented and proven command structure of ICS to a wide variety of incidents.
NIIMSInitial steps to extend this ICS management structure began in 1983 with the creation of the National Inter-Agency Incident Management System (NIIMS).
Post 9/11In swift reaction to 9/11, the Homeland Security Act of 2002 (H.R. 5005-8) was approved with the purpose of establishing a Department of Homeland Secur ...
D G1. Accidents should be investigated as soon as possible. Comp.docxwhittemorelucilla
D G
1. Accidents should be investigated as soon as possible. Companies should have an Emergency Action Plan (EAP) in place and be tailored to the job site location. It is vital to conduct an investigation immediately to gather the facts and documents on the appropriate OSHA forms. Investigating almost immediately helps the witnesses and those involved recall the facts and allows for the documentation to be more accurate.
2. Morgan is correct. Every company needs to be prepared and have their own Emergency Action Plan for each specific job site. This is a step in having companies more confident in their employees so they'll know what to do in the event of an emergency. Emergency evacuations exit routes need to be available and visible to employees and will not be the same per job site. Therefor, a company-wide plan that can be easily customized is an excellent idea. Being a proactive company and having safety practices will ensure routine for your employees. In turn, they'll be more confident in taking part of the Emergency Plan and take pride in a leadership role.
F O
1. An accident should be investigated as soon as all emergency procedures have been accomplished. This should provide accurate information. The What, should be figure out the cause of the accident. This includes the type of work being done, or what the employee was doing prior to the accident occurring. The text states that these types of investigations should never be about faultfinding. They should be to find the cause and to provide corrective action so that it will not happen again. The person that typically conducts the investigation is a supervisor, or a higher level executive, depending on the severity of the accident. Larger companies on larger projects usually have several safety managers in place.
2. I would agree with Morgan. It is extremely important for companies to have a universal emergency response plan in place. Yes, each project may be different but like Morgan states, a plan that is job specific needs to be put in place. No emergency plan will simply call for disorganization during an emergency which can make matters worse if no one knows what to do.
J C
1. Accident investigation should occur once the emergency response plan has been implemented. During the emergency response plan a few critical tasks should occur prior to investigating. First, the site should be made safe and in the case of an injury, the injured should receive immediate care if possible while simultaneously calling for 911. The site should be locked down and witnesses should remain in the area. Once the injured is cared for and help is on the way, then the general contractor’s team can begin the investigation.
When investing, only the facts should be considered to find the root cause. The text states that the type of work should be known, what the person was doing, the equipment being used and if protective equipment was being used. There are other several other questions as stated in t.
India faces many natural and man-made disasters that hinder growth. The Incident Response System (IRS) provides a standardized framework to efficiently manage disaster response through coordinated communication and flexible organization. IRS follows ICS principles with an incident commander and sections for operations, planning, logistics, and information/media to effectively meet incident objectives.
In 2011, the Centers for Disease Control and Prevention noted that there were 31 million emergency department visits for unintentional injuries. In 2013, unintentional injury became one of the leading causes of death in the United States, accounting for 130,557 deaths. Data shows that the failure to operate a machine properly and miscalculated moves are the two main causes of unintentional injuries. There is, of course, a range of other factors that cause these accidents. Looking at the numbers, it's important for organizations to improve their emergency response plans.
5 9L O C A L G O V E R N M E N TIntegrating Emergency.docxalinainglis
5 9
L O C A L G O V E R N M E N T
Integrating Emergency and Disaster Planning
A critical point that is often over-
looked in emergency management
is that an emergency does not
begin or end with the incident
itself. How a community responds
and recovers from a disaster
depends on proper planning,
preparation, and integration of all
facets of government and of emer-
gency response into our emergency
operations plans (EOPs).
When we think of how a city might
respond to an emergency, we often
focus on firefighters, medics, and
police. They are all an important
part of emergency response, but
they are only a part. Just as criti-
cal are public works, community
services, finance, and administra-
tion. An integrated plan must
include all aspects of government
and how those aspects interrelate.
As we saw with Hurricane Katrina,
the disaster itself is only a small
part of an emergency. The logistics
of how you evacuate citizens, how
you support their needs, and how
you keep track of those citizens
and their needs are critical. How
services are restored, temporary
shelter is supplied, and everything
is funded must be planned for. An
integrated plan must also include
citizen preparedness, continuity of
government (COG), and continuity
of operations (COOP). It should be
coordinated with other local plans
as well as with regional and state
plans. It should encompass part-
nering with nongovernmental
agencies (NGOs) and preposi-
tioned contracts. It must consider
planning for citizens and animals.
It must embrace public facilities,
critical records, and possible relo-
cation. It is also critical that in
developing this plan, elected offi-
cials have a clear understanding of
how all the parts fit together.
Elected officials, especially those
from small communities (where
they are often employed part–
time), have myriad issues to face
every day. But one fact remains:
during a disaster, who are the citi-
zens going to look to for answers?
It is the duty of elected officials to
have a clear understanding of how
the community will respond. It is
also critical to understand the
process that emergency operations
plans present in order to work
smoothly with the EOP and not
create additional problems.
During a disaster, we elected offi-
cials still have a critical role to
play, but we are not necessarily
going to be the ones in charge.
Emergency management is not an
area where we can afford to let
egos get in the way.
A valuable resource we all have in
our communities is citizens who
want to help. However, if untrained,
these well-meaning citizens can
compound problems and make an
emergency even more critical and
dangerous. Rather than take a pass
on using these volunteers, offering
citizen-based training should be a
focus in the preparation portion of a
plan. Community Emergency Re-
sponse Training (CERT), Map your
Neighborhood (MYN), neighborhood
emergency teams, and many othe.
This document provides an overview of emergency response to natural disasters since 9/11. It discusses key aspects of the disaster management cycle including preparation, mitigation, response, recovery and prevention. Specific natural disasters like floods, winds and earthquakes are examined. Injury patterns from collapsed buildings, winds and flooding are defined. The importance of preparation, having an incident command system and surge capacity plan are emphasized.
Order 866663 emergency planning in the uk public servicesKimberly Williams
This paper evaluates the Emergency Planning in the UK Public Services. Emergency responses and interventions are focused on delivering essential facilities are always unique depending on the situation under assessment. As emergency response groups are at the forefront in leading for interventions in case of a catastrophe, the public has a role to play at each local community level. Emergency situations have helped the locals to learn how to mitigate and strengthen the effects of conditions that require urgent attention. Responses have led to enhance the capacity of the personnel and the public involved in intervening in community response (Yáñez-Arancibia et al., 2014). Community response teams have been formed which educate residents on their preparedness in cases when disaster strikes equipping them with disaster response skills. Pieces of training have been conducted at the local level as a means of creating jointly available quality assistance when disaster looms. Considering the effects disasters have had in communities, community reserve volunteers have been seen applying for vacancies in UK emergency response organizations to help the locals in case of a crisis.
Sample Summaries of Emily Raine’s Why Should I Be Nice to You.docxagnesdcarey33086
Sample Summaries of Emily Raine’s “Why Should I Be Nice to You”
Sample Summary 1
Most people at some point in their life have worked in the service industry. This particular
industry can be quite satisfying whether it be working in fine dining, as a cocktail waitress, or at a local
diner, but for Emily Raine, who had done all of these things, the only place she ever felt “whipped” was
working as a barista at one of largest specialty coffee chains in the world (358). Raine is bothered by
how the café industry has set up the impersonal server/customer relationship and feels the best way to
solve the issue is be to “be rude” (365). In 2005, Raine expanded in an essay that appeared in the
online journal, Bad Subjects, on her frustration within the service industry and what good service really
means.
Good service in the coffee industry does not require much skill these days. Most people are
usually talking on their cell phone while ordering their daily coffee and pastry while also paying and then
out as fast as they walked into the café probably not even noticing or acknowledging any interaction
with the people serving. The coffee sector has recognized this and has set up the counters as linear
coffee bars that act the same as an assembly line. The workers are trained and assigned specific jobs in
the coffee preparing process, such as taking the order, handling the money, making the drink, to
delivery. This makes the interaction with the customer very limited, mostly just seconds. This is where
Raine feels some of the problem with the customer and server interaction. Although this is the most
effective and efficient way of working, Raine describes productive work as “dreary and repetitive” (359).
Since the 1960’s companies have been branding themselves with the quality of having “good
service” distinguishing them from the rest of the competition. Raines explains that in good service there
is an exchange between two parties: “the ‘we’ that gladly serves and the ‘you’ that happily receives,”
but also a third party, the boss, which is the ultimate decider on exactly what good service will be (360).
Companies in the service industry must market their products on servers’ friendliness; therefore
it is monitored and controlled from the people on top. Raine notes that cafés “layouts and management
styles” help create a cozy atmosphere that plays a factor in good service, but in a way that will not
disrupt the output (361). In Raine’s essay, she gives the example of an employee Starbucks has
branded; “The happy, wholesome perfume-free barista” (361). She points out that the company offers
workers stock options, health insurance, dental plans, as well as other perks of discounts and giveaways,
while also using moving personal accounts from workers who “never deemed corporate America could
care so much” (362). Raines also adds that the company does not give into unionization and although
the company pay.
SAMPLEExecutive Summary The following report is an evalua.docxagnesdcarey33086
SAMPLE:
Executive Summary
The following report is an evaluation of multiple facets of the Uruguayan economy, its overall investment attractiveness, and feasibility of doing business. After conducting research and analysis on the country in areas such as legal frameworks, fiscal policy, trade relations, infrastructure, housing, and monetary policy, Uruguay proves to be an economy of strong opportunity when evaluated against its regional/continental partners, but with significant and pressing challenges that would place the nation lower when considered at a global level. The national government and political system are proven to be stable, offering legal protections and investment frameworks that are comparable to developed economies. As a member of MERCOSUR and independently, Uruguay has ratified trade agreements, particularly with developed nations and Latin America, in a variety of structures, namely goods, services, investment promotion and protection, public procurement, and double taxation avoidance. The country offers valuable exports, and derives its imports significantly from MERCOSUR members in which people, goods, and currency are permitted to move freely. Uruguay has shown strong numbers in growth, particularly GDP and unemployment rate. Having reacted appropriately to an economic and banking crisis in the early 2000s, Uruguay was one of the few countries that was not significantly impacted by the 2008-09 economic crisis. The housing market has also seen considerable growth and looks to continue growing as the level of foreign direct investment in construction increases. Challenges that have limited the country and are foreseeable as continuing to limit Uruguay’s attractiveness include a public banking system that offers limited access to credit, undesired volatility in prime rate lending, seemingly unsustainable fiscal policy, and a lack of coordination in monetary and exchange rate policies. Given the widespread availability and transparency of information on the country and having taken all these factors into consideration, we determine Uruguay to be one of best investment opportunities in terms of a Latin American scope, but as still significantly behind developed economies. A total score of 30.5 points out of a possible 55 was assigned.
Description and Analysis of Each Measured Attribute
A.1 Government Expenditure, Tax System, Rule of Law, and Education System - 2/5; This ranking reflects Uruguay’s controlled government spending and competitive tax rate. The tax free zones are a great way to incentivize companies to operating in Uruguay. However, it does take into account the difficult experiences that corporations undergo in paying taxes. Uruguay benefits from a mature democracy with a stable political system and independent judiciary system. Uruguay has a well-established education system that provides free education and equal access to all students through the university level. However, the socioeconomic gap become.
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On November 14, 2003, a fire broke out at a mill in Pawtucket, Rhode Island. The Cottage Street Fire Station was directly across from the mill and could see the fully engulfed fire. The fire rapidly spread, destroying three mill buildings, thirteen homes, and damaging seventeen other structures before being contained. Twenty-one mutual aid departments from Rhode Island and Massachusetts assisted the Pawtucket Fire Department. While additional resources and water supply were appropriately implemented, the implementation of incident command system and accountability of firefighters were improperly handled during this large fire.
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1) Advance planning, ability to mobilize resources quickly, and practice drills are essential to effective emergency response. Clear lines of authority and coordination between levels of government and organizations are needed.
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Objectives for this Chapter
A student reading this chapter will be able to:
Discuss the history and origins of Incident Command System (ICS), the National Incident Management System (NIMS), and The National Response Plan (NRP.
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IntroductionIt began with a wildfire in Southern California in 1970 that swept through several counties during a 13 day period burning more than half a million acres, destroying over 700 structures, and costing 16 lives.
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This became known as FIRESCOPE (Firefighting Resources of California Organized for Potential Emergencies).
FIRESCOPE
There were five major program components that required planning and attention.
The coordination of the resources among many agencies during a large incident,
Creating a standard and easily understood terminology by all participants to avoid the use of professional jargon that would differ among police, fire, and emergency medical responders,
Code Four-----I'm okay or Are you okay? Police
Fire departments almost never use this term.
FIRESCOPE
Develop systems and technical capacity that would permit communication among many participating agencies,
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1. Accidents should be investigated as soon as possible. Companies should have an Emergency Action Plan (EAP) in place and be tailored to the job site location. It is vital to conduct an investigation immediately to gather the facts and documents on the appropriate OSHA forms. Investigating almost immediately helps the witnesses and those involved recall the facts and allows for the documentation to be more accurate.
2. Morgan is correct. Every company needs to be prepared and have their own Emergency Action Plan for each specific job site. This is a step in having companies more confident in their employees so they'll know what to do in the event of an emergency. Emergency evacuations exit routes need to be available and visible to employees and will not be the same per job site. Therefor, a company-wide plan that can be easily customized is an excellent idea. Being a proactive company and having safety practices will ensure routine for your employees. In turn, they'll be more confident in taking part of the Emergency Plan and take pride in a leadership role.
F O
1. An accident should be investigated as soon as all emergency procedures have been accomplished. This should provide accurate information. The What, should be figure out the cause of the accident. This includes the type of work being done, or what the employee was doing prior to the accident occurring. The text states that these types of investigations should never be about faultfinding. They should be to find the cause and to provide corrective action so that it will not happen again. The person that typically conducts the investigation is a supervisor, or a higher level executive, depending on the severity of the accident. Larger companies on larger projects usually have several safety managers in place.
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When investing, only the facts should be considered to find the root cause. The text states that the type of work should be known, what the person was doing, the equipment being used and if protective equipment was being used. There are other several other questions as stated in t.
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Integrating Emergency and Disaster Planning
A critical point that is often over-
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as well as with regional and state
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developing this plan, elected offi-
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how all the parts fit together.
Elected officials, especially those
from small communities (where
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time), have myriad issues to face
every day. But one fact remains:
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process that emergency operations
plans present in order to work
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create additional problems.
During a disaster, we elected offi-
cials still have a critical role to
play, but we are not necessarily
going to be the ones in charge.
Emergency management is not an
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egos get in the way.
A valuable resource we all have in
our communities is citizens who
want to help. However, if untrained,
these well-meaning citizens can
compound problems and make an
emergency even more critical and
dangerous. Rather than take a pass
on using these volunteers, offering
citizen-based training should be a
focus in the preparation portion of a
plan. Community Emergency Re-
sponse Training (CERT), Map your
Neighborhood (MYN), neighborhood
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This document provides an overview of emergency response to natural disasters since 9/11. It discusses key aspects of the disaster management cycle including preparation, mitigation, response, recovery and prevention. Specific natural disasters like floods, winds and earthquakes are examined. Injury patterns from collapsed buildings, winds and flooding are defined. The importance of preparation, having an incident command system and surge capacity plan are emphasized.
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This paper evaluates the Emergency Planning in the UK Public Services. Emergency responses and interventions are focused on delivering essential facilities are always unique depending on the situation under assessment. As emergency response groups are at the forefront in leading for interventions in case of a catastrophe, the public has a role to play at each local community level. Emergency situations have helped the locals to learn how to mitigate and strengthen the effects of conditions that require urgent attention. Responses have led to enhance the capacity of the personnel and the public involved in intervening in community response (Yáñez-Arancibia et al., 2014). Community response teams have been formed which educate residents on their preparedness in cases when disaster strikes equipping them with disaster response skills. Pieces of training have been conducted at the local level as a means of creating jointly available quality assistance when disaster looms. Considering the effects disasters have had in communities, community reserve volunteers have been seen applying for vacancies in UK emergency response organizations to help the locals in case of a crisis.
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Sample Summaries of Emily Raine’s “Why Should I Be Nice to You”
Sample Summary 1
Most people at some point in their life have worked in the service industry. This particular
industry can be quite satisfying whether it be working in fine dining, as a cocktail waitress, or at a local
diner, but for Emily Raine, who had done all of these things, the only place she ever felt “whipped” was
working as a barista at one of largest specialty coffee chains in the world (358). Raine is bothered by
how the café industry has set up the impersonal server/customer relationship and feels the best way to
solve the issue is be to “be rude” (365). In 2005, Raine expanded in an essay that appeared in the
online journal, Bad Subjects, on her frustration within the service industry and what good service really
means.
Good service in the coffee industry does not require much skill these days. Most people are
usually talking on their cell phone while ordering their daily coffee and pastry while also paying and then
out as fast as they walked into the café probably not even noticing or acknowledging any interaction
with the people serving. The coffee sector has recognized this and has set up the counters as linear
coffee bars that act the same as an assembly line. The workers are trained and assigned specific jobs in
the coffee preparing process, such as taking the order, handling the money, making the drink, to
delivery. This makes the interaction with the customer very limited, mostly just seconds. This is where
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effective and efficient way of working, Raine describes productive work as “dreary and repetitive” (359).
Since the 1960’s companies have been branding themselves with the quality of having “good
service” distinguishing them from the rest of the competition. Raines explains that in good service there
is an exchange between two parties: “the ‘we’ that gladly serves and the ‘you’ that happily receives,”
but also a third party, the boss, which is the ultimate decider on exactly what good service will be (360).
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it is monitored and controlled from the people on top. Raine notes that cafés “layouts and management
styles” help create a cozy atmosphere that plays a factor in good service, but in a way that will not
disrupt the output (361). In Raine’s essay, she gives the example of an employee Starbucks has
branded; “The happy, wholesome perfume-free barista” (361). She points out that the company offers
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the company pay.
SAMPLEExecutive Summary The following report is an evalua.docxagnesdcarey33086
SAMPLE:
Executive Summary
The following report is an evaluation of multiple facets of the Uruguayan economy, its overall investment attractiveness, and feasibility of doing business. After conducting research and analysis on the country in areas such as legal frameworks, fiscal policy, trade relations, infrastructure, housing, and monetary policy, Uruguay proves to be an economy of strong opportunity when evaluated against its regional/continental partners, but with significant and pressing challenges that would place the nation lower when considered at a global level. The national government and political system are proven to be stable, offering legal protections and investment frameworks that are comparable to developed economies. As a member of MERCOSUR and independently, Uruguay has ratified trade agreements, particularly with developed nations and Latin America, in a variety of structures, namely goods, services, investment promotion and protection, public procurement, and double taxation avoidance. The country offers valuable exports, and derives its imports significantly from MERCOSUR members in which people, goods, and currency are permitted to move freely. Uruguay has shown strong numbers in growth, particularly GDP and unemployment rate. Having reacted appropriately to an economic and banking crisis in the early 2000s, Uruguay was one of the few countries that was not significantly impacted by the 2008-09 economic crisis. The housing market has also seen considerable growth and looks to continue growing as the level of foreign direct investment in construction increases. Challenges that have limited the country and are foreseeable as continuing to limit Uruguay’s attractiveness include a public banking system that offers limited access to credit, undesired volatility in prime rate lending, seemingly unsustainable fiscal policy, and a lack of coordination in monetary and exchange rate policies. Given the widespread availability and transparency of information on the country and having taken all these factors into consideration, we determine Uruguay to be one of best investment opportunities in terms of a Latin American scope, but as still significantly behind developed economies. A total score of 30.5 points out of a possible 55 was assigned.
Description and Analysis of Each Measured Attribute
A.1 Government Expenditure, Tax System, Rule of Law, and Education System - 2/5; This ranking reflects Uruguay’s controlled government spending and competitive tax rate. The tax free zones are a great way to incentivize companies to operating in Uruguay. However, it does take into account the difficult experiences that corporations undergo in paying taxes. Uruguay benefits from a mature democracy with a stable political system and independent judiciary system. Uruguay has a well-established education system that provides free education and equal access to all students through the university level. However, the socioeconomic gap become.
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Sample Student Industry Analysis
Executive Summary
Company Description
Seg and Cycle the City is a Koblenz, Germany based company specializing in offering rentals for recreational vehicles (Segways, bikes, tandems and inline skates), guiding and informational services to mainly tourists, locals and their visitors, students or for event entertainment purposes. The company will begin operations in April, 2010, as a Limited Liability Company (Unternehmensgesellschaft). The company will take advantage of the increasing popularity of Segway scooters: two-wheeled, self-balancing electric vehicles invented by Dean Kamen in 2001, as a new, more exiting and relaxing alternative to walking tours for tourists to enjoy the sights and atmosphere of the city. Also, the company will provide high quality MP3 Audio-City Guides to capture the large number of visitors who are more independent-minded, not willing to participate in guiding services offered by the tourism board of Koblenz and thereby gain significant market share.
Mission Statement
“Seg and Cycle the City is a speciality tour operator committed to providing a unique, entertaining, memorable and educational experience of the city that meets the needs of both kinds of tourists: those who seek a guided experience and those who are more independent minded.
We will take pride in doing our best to present our city tour in a memorable way and leave our customers with the image that Koblenz is a place to go back to. We will achieve this by building strong personal relationships with our customers during our guided tours and by suggesting journeys for the individual exploration.
As an advocate for sustainability, we want to promote the use of environmentally friendly transportation devices and, thereby, improve the image of our beloved city. We will also fulfil this mission of sustainability by providing an affordable opportunity for college students to rent a bike.”
Industry Analysis & Trends
The services provided by Seg and Cycle the City as a player in the service industry are affected by the developments in the recreational and sports equipment rental trade and by developments in the city and bike tourism industry in Germany, Rhineland Palatinate and, specifically, Koblenz.
Size and Growth
The personal service industry in Germany generally shows a stable performance with relatively stable revenue regardless of the difficult economic situation. A high employment rate, increased wages, and a decreasing inflation rate have increased disposable income, which especially benefits the leisure industry (German Chamber of Commerce e.V).The following graph shows that the service industry (blue line), as the leading sector concerning economic added value in the Koblenz (including surrounding communities) underwent major growth compared to other main sectors from 1992 to 2005. Since 2004, growth rate appears to be stable and rather low, but remains in a leading position.
Travel Germany, Rhineland-Pa.
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The document provides definitions and explanations of statistical concepts including:
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- Sample variance, which measures the spread or variation of values in a sample from the sample mean.
- Standard deviation, which is the square root of the sample variance and measures how dispersed the values are from the mean.
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SAMPLING MEAN:
DEFINITION:
The term sampling mean is a statistical term used to describe the properties of statistical distributions. In statistical terms, the sample meanfrom a group of observations is an estimate of the population mean. Given a sample of size n, consider n independent random variables X1, X2... Xn, each corresponding to one randomly selected observation. Each of these variables has the distribution of the population, with mean and standard deviation. The sample mean is defined to be
WHAT IT IS USED FOR:
It is also used to measure central tendency of the numbers in a database. It can also be said that it is nothing more than a balance point between the number and the low numbers.
HOW TO CALCULATE IT:
To calculate this, just add up all the numbers, then divide by how many numbers there are.
Example: what is the mean of 2, 7, and 9?
Add the numbers: 2 + 7 + 9 = 18
Divide by how many numbers (i.e., we added 3 numbers): 18 ÷ 3 = 6
So the Mean is 6
SAMPLE VARIANCE:
DEFINITION:
The sample variance, s2, is used to calculate how varied a sample is. A sample is a select number of items taken from a population. For example, if you are measuring American people’s weights, it wouldn’t be feasible (from either a time or a monetary standpoint) for you to measure the weights of every person in the population. The solution is to take a sample of the population, say 1000 people, and use that sample size to estimate the actual weights of the whole population.
WHAT IT IS USED FOR:
The sample variance helps you to figure out the spread out in the data you have collected or are going to analyze. In statistical terminology, it can be defined as the average of the squared differences from the mean.
HOW TO CALCULATE IT:
Given below are steps of how a sample variance is calculated:
· Determine the mean
· Then for each number: subtract the Mean and square the result
· Then work out the mean of those squared differences.
To work out the mean, add up all the values then divide by the number of data points.
First add up all the values from the previous step.
But how do we say "add them all up" in mathematics? We use the Roman letter Sigma: Σ
The handy Sigma Notation says to sum up as many terms as we want.
· Next we need to divide by the number of data points, which is simply done by multiplying by "1/N":
Statistically it can be stated by the following:
·
· This value is the variance
EXAMPLE:
Sam has 20 Rose Bushes.
The number of flowers on each bush is
9, 2, 5, 4, 12, 7, 8, 11, 9, 3, 7, 4, 12, 5, 4, 10, 9, 6, 9, 4
Work out the sample variance
Step 1. Work out the mean
In the formula above, μ (the Greek letter "mu") is the mean of all our values.
For this example, the data points are: 9, 2, 5, 4, 12, 7, 8, 11, 9, 3, 7, 4, 12, 5, 4, 10, 9, 6, 9, 4
The mean is:
(9+2+5+4+12+7+8+11+9+3+7+4+12+5+4+10+9+6+9+4) / 20 = 140/20 = 7
So:
μ = 7
Step 2. Then for each number: subtract the Mean and square the result
This is t.
sampleReportt.docx
Power Electronics
Contents Comment by adtaylor: This table of contents is clear and precise: I can see the flow of ideas and were the report will go
1.1 Introduction 2
1.2 Aim 2
1.3 Objectives 2
2.1 Diode Origins 3
2.1.1 Early Diodes 3
2.1.2 Thermionic Diodes 3-4
2.1.3 Crystal Diodes 4
2.2 Diode Fundamentals 5
2.2.1 Semiconductors 5
2.2.2 Doping 5-6
2.2.3 PN Junctions 6
2.2.4 Forward and Reverse Bias 7
2.3 Diode Operation 8
2.3.1 PN Junction Diode 8
2.3.2 Diode DC Operation 9
2.3.3 Diode AC Operation 10
2.4 Full Wave Bridge Rectification 11
2.4.1 Bridge Configuration 11
2.4.2 Diode Conduction Pairing 11
2.5 Three Phase Full Wave Bridge Rectification 12
2.5.1 Bridge Configuration 12
2.5.2 Diode Conduction Sequence 12-14
2.5.3 Output Voltage and current characteristics 14-15
3 Lab Report 16
3.1 Lab Report Objectives 16
3.2 Lab Report important notes 16
3.3 Output Signal 17
3.4 Output Signal (D1 removed) 18
3.5 Output Signal (D5 removed) 19
3.6 Output Signal (D6 removed) 20
4 Results, Comparisons and Discussions 21-22
5 Conclusions 23
6 References 24
1.1 Introduction
1. Rectifiers are electrical devices that convert an AC supply into a DC output through a process known as rectification. The theory of rectification has been around for over one hundred years, when early discoveries uncovered the unidirectional current flow (polarity dependent) in vacuum valves and crystal (solid state) devices. These devices were known as rectifiers; however the naming convention was changed in 1919 to diode. The name diode was derived from the Greek words ‘dia’ (through) and ‘ode’ (path). Comment by adtaylor: I don’t really think this sort of thing is necessary: the project report is supposed to be on investigating these devices or technology, not its 100 year old history.
When the marker sees this sort of thing, the first thing that springs to mind is that the student is padding out their report. It is very clear when this happens
2. Diodes are commonly known as switching devices; however due to there complex non-linear voltage and current characteristics, there applications have become numerous depending on the PN junction construction. Some special diode applications are as follows: Comment by adtaylor: This is good in an introduction, giving the reader some background on the device and what it does: this is the objective of this report after all
a. Voltage regulator (Zener diodes),
b. Tuners (Varactor diodes),
c. RF oscillators (Tunnel diodes), and
d. Light emitters (LED’s).
1.2 Aim
1. To observe the operation of a three phase uncontrolled rectifier circuit with a purely resistive load. Comment by adtaylor: This aim i.
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SAMPLE Project (Answers and explanations are in red)
I opened the Week 1 Project from Doc Sharing.
Projects
Project 1: Working With the Data Editor.
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1) First go to the website at www.statdisk.org and then scroll down to the bottom of the page to download
the Statdisk program version 11.1.0. by clicking on the windows or the MAC version.
I went to www.statdisk.org and downloaded the statdisk 11.1.0 windows version.
Download Statdisk Version 11.1.0
Statdisk 11.1.0 Windows 2K, XP, Vista
Statdisk 11.1.0 OSX
See the included ReadMe.txt file for details.
Open A Saved Data File
2) After you have opened the Statdisk program, go to Datasets and then Elementary Stats, 9th Edition.
Open the file named SUGAR. The data will appear in column 1 in the Sample Editor.
I opened the statdisk program, went to Datasets, then Elementary Stats, 9th edition and opened the Sugar file.
Copy and Paste a Data File
3) Make a copy of the data values listed in column 1. Paste the data files into column 2. Re-name the title
of column 2 to COPY.
I went to Copy and then selected column 1. I then selected copy. Then I clicked on Paste and chose column 2. I then had 2 identical columns of the Sugar data.
Sorting Data Values
4) Make another copy of the data values listed in column 1 and paste those into column 3. Then sort only
the data values in column 3. Label the column SORT.
I selected Copy and clicked on column 1 and then pasted them into column 3. I clicked on Sort and then selected column 3.
Entering a Set of Data Values
5) Manually enter all of the data values listed below into column 4 in the Statdisk editor. Type all of the data values into the one column in vertical fashion like the other data values are listed in the other columns. It does not matter what order you input the data values. Label the data values with the name of IQ.
I typed the following data into column 4.
83
56
43
65
74
28
88
77
74
51
65
46
55
66
35
75
54
63
74
48
37
57
37
62
32
48
43
52
52
61
80
75
54
45
44
60
65
44
33
32
41
52
38
62
74
74
46
37
37
39
6) What are some of the problems that could occur when entering data values into a statistics technology
editor?
Problems that could occur when entering data values into a statistics technology editor include ………………………………………………………………………..
Sample Transformation
7) Go to the Data menu then select Sample Transformations to add 100 to all of the data values in column 4 and then paste them into column 5.
I went to the Data menu and ……………………………………………………………………………..
Classifying Variables
8) Would the grams of sugar data in column 1 be considered a sample or a population?
The grams of sugar data in column 1 would be considered a ……………..
9) State whether the sugar variable is qualitative or quantitative?
The sugar variable is ……………………………..
10) State whether the sugar variable is discrete, continuous or neither?.
Sample Questions to Ask During an Informational Interview .docxagnesdcarey33086
Sample Questions to Ask During an Informational Interview
You will not have time to ask all of the questions that you will want to ask the interviewee. Remember to
focus on the ones you feel will be most useful to you personally. Pick10-15 to use as a guideline but leave
room for the possibility that other questions will develop from your conversation.
x What is your job like?
o A typical day?
o What do you do? What are the duties/functions/responsibilities of your job?
o What kind of problems do you deal with?
o What kinds of decisions do you make?
o What percentage of your time is spent doing what?
o How does the time use vary? Are there busy and slow times or is the work activity fairly
constant?
x Why did this type of work interest you and how did you get started?
x How did you get your job? What jobs and experiences have led you to your present position?
x Can you suggest some ways a student could obtain this necessary experience?
x What are the most important personal satisfactions and dissatisfactions connected with your
occupation? What part of this job do you personally find most satisfying? Most challenging?
What do you like and not like about working in this industry?
x What things did you do before you entered this occupation?
o Which have been most helpful?
o What other jobs can you get with the same background?
x What are the various jobs in this field or organization?
x Why did you decide to work for this company?
x What do you like most about this company?
x How does your company differ from its competitors?
x Are you optimistic about the company’s future and your future with the company?
x What does the company do to contribute to its employees’ professional development?
x How does the company make use of technology for internal communication and outside
marketing?
x What sorts of changes are occurring in your occupation?
x How does a person progress in your field? What is a typical career path in this field or
organization?
o What is the best way to enter this occupation?
o What are the advancement opportunities?
o What are the major qualifications for success in this occupation?
x What are the skills that are most important for a position in this field?
x What particular skills or talents are most essential to be effective in your job? How did you learn
these skills? Did you enter this position through a formal training program? How can I evaluate
whether or not I have the necessary skills for a position such as yours?
x How would you describe the working atmosphere and the people with whom you work?
x What can you tell me about the corporate culture?
x Is there flexibility related to dress, work hours, vacation schedule, place of residence, etc.?
x What work-related values are strongest in this type of work (security, high income, variety,
independence)?
x If you job progresses as you like, what would be the next step in your career?
Kori Ryerson
Though these a.
Sample Table.pdfTopic RatingPatients Goal Able to walk .docxagnesdcarey33086
This document provides information about assessing body composition and circumference measurements. It discusses calculating BMI from height and weight measurements and interpreting the results. Abdominal circumference is highlighted as an important indicator of health risk. Standard procedures for measuring circumferences at various body sites are outlined. The waist-to-hip ratio is also described as a method for assessing body fat distribution and health risk. Cut-off values for high health risk based on waist-to-hip ratio and age/gender are provided.
SAMPLE QUESTIONExercise 1 Consider the functionf (x,C).docxagnesdcarey33086
SAMPLE QUESTION:
Exercise 1: Consider the function
f (x,C)=
sin(C x)
Cx
(a) Create a vector x with 100 elements from -3*pi to 3*pi. Write f as an inline or anonymous function
and generate the vectors y1 = f(x,C1), y2 = f(x,C2) and y3 = f(x,C3), where C1 = 1, C2 = 2 and
C3 = 3. Make sure you suppress the output of x and y's vectors. Plot the function f (for the three
C's above), name the axis, give a title to the plot and include a legend to identify the plots. Add a
grid to the plot.
(b) Without using inline or anonymous functions write a function+function structure m-file that does
the same job as in part (a)
SAMPLE LAB WRITEUP:
MAT 275 MATLAB LAB 1 NAME: __________________________
LAB DAY and TIME:______________
Instructor: _______________________
Exercise 1
(a)
x = linspace(-3*pi,3*pi); % generating x vector - default value for number
% of pts linspace is 100
f= @(x,C) sin(C*x)./(C*x) % C will be just a constant, no need for ".*"
C1 = 1, C2 = 2, C3 = 3 % Using commans to separate commands
y1 = f(x,C1); y2 = f(x,C2); y3 = f(x,C3); % supressing the y's
plot(x,y1,'b.-', x,y2,'ro-', x,y3,'ks-') % using different markers for
% black and white plots
xlabel('x'), ylabel('y') % labeling the axis
title('f(x,C) = sin(Cx)/(Cx)') % adding a title
legend('C = 1','C = 2','C = 3') % adding a legend
grid on
Command window output:
f =
@(x,C)sin(C*x)./(C*x)
C1 =
1
C2 =
2
C3 =
3
(b)
M-file of structure function+function
function ex1
x = linspace(-3*pi,3*pi); % generating x vector - default value for number
% of pts linspace is 100
C1 = 1, C2 = 2, C3 = 3 % Using commans to separate commands
y1 = f(x,C1); y2 = f(x,C2); y3 = f(x,C3); % function f is defined below
plot(x,y1,'b.-', x,y2,'ro-', x,y3,'ks-') % using different markers for
% black and white plots
xlabel('x'), ylabel('y') % labeling the axis
title('f(x,C) = sin(Cx)/(Cx)') % adding a title
legend('C = 1','C = 2','C = 3') % adding a legend
grid on
end
function y = f(x,C)
y = sin(C*x)./(C*x);
end
Command window output:
C1 =
1
C2 =
2
C3 =
3
Joe Bob
Mon lab: 4:30-6:50
Lab 3
Exercise 1
(a) Create function M-file for banded LU factorization
function [L,U] = luband(A,p)
% LUBAND Banded LU factorization
% Adaptation to LUFACT
% Input:
% A diagonally dominant square matrix
% Output:
% L,U unit lower triangular and upper triangular such that LU=A
n = length(A);
L = eye(n); % ones on diagonal
% Gaussian Elimination
for j = 1:n-1
a = min(j+p.
Sample PowerPoint Flow Week 5Select a current product with which.docxagnesdcarey33086
Sample PowerPoint Flow Week 5
Select a current product with which you are familiar, and pitch a new Integrated Marketing Communication plan (IMC) to your client.
Create a Microsoft PowerPoint presentation of 8-10 slides that includes the following components:
· Identify any considerations you will need to employ to build and maintain the brand and customer loyalty.
· Make a recommendation for an integrated marketing communications program. Include at least three of the five communication channels (Advertising, Sales Promotion, Personal Selling, Direct Marketing, Public Relations).
· First state who the target market is that you are communicating with
· Next discuss each channel of communication individually that you have selected and explain your rationale. State what the purpose of the channel is, give your objectives, and explain the strategy or how you will use this to accomplish the objectives.
-PowerPoint Outline-
Integrated Marketing Communication plan (IMC)
· Background on the product
· Target Market (describe)
· Choose at least 3 Marketing Communications to fit best with your product (most important component is that you can distinguish between the three)
1. Advertising (the purpose of advertising, explain that you know what it is)
· Purpose
· Objectives
· Strategy (How will you do this? TV, Radio, Mag, Internet)
2. Sales Promotion
· Purpose
· Objectives
· (
Only choose 3 of these Marketing Communications
)Strategy
3. Personal Selling
· Purpose
· Objectives
· Strategy
4. Direct Marketing
· Purpose
· Objectives
· Strategy
5. Public Relations
· Purpose
· Objectives
· Strategy
Please remember to include: Identify any considerations you will need to employ to build and maintain the brand and customer loyalty. (Beginning on the Background slide)
(
Remember: Identify any considerations you will need to employ to build and maintain the brand and customer loyalty.
)
Integrated Marketing Communicaitons Plan (title slide)
Background
Background of the product
Communication 3
Target Market
Communication 1
Communication 2
Purpose
Objective
Strategy
Purpose
Objective
Strategy
Purpose
Objective
Strategy
Introduction
.
Sample Of assignmentIntroductionComment by Jane Summers Introd.docxagnesdcarey33086
The document summarizes a reflective paper about an ethical issue that arose in a law firm. There were three main ethical issues: whether to accept the client's claims at face value, whether to properly assess the mental capacity of one individual involved, and whether an independent lawyer should have been involved to avoid conflicts of interest. After drafting the necessary documents, the intended outcome of protecting the grandparents failed, and legal action was taken. Upon reflection, the author realized they took a utilitarian approach that did not properly consider all ethical perspectives or parties' rights. Going forward, they would take a virtue ethics approach to ensure all actions were ethical.
Sample Access Control Policy1.Purpose2.Scope3.Pol.docxagnesdcarey33086
Sample Access Control Policy
1. Purpose
2. Scope
3. Policy
Access control policy
Who and how is authorisation for access to systems and business applications granted?User access
How is access to information systems to be granted (eg passwords etc)?
Who is responsible for monitoring and reviewing access rights?
Who is responsible for removing and notifying of redundant User IDs and accounts and what is the process?
Who is responsible for granting access to systems utilities and privilege management?
How is access and use of systems utilities monitored?User responsibilities
How are users to be educated and made aware of access responsibilities?
What are users’ responsibilities for access and passwords?Network access
Who is responsible for authorising network access (both internally and external connections)?
What is the process for enforced network paths, user authentication for external connection, Node authentication, use of remote diagnostic ports?
How will network domains and groups be segregated?
What network connection controls will be in place – eg. times, type and size of file transfers to external source?Operating system access
How is automatic terminal identification used to authenticate connections to specific locations and portable equipment?
What is the secure logon and logoff process for access?
Are there restrictions on connection times in place?
How will passwords be issued and managed – what are the rules for passwords?
How will systems utilities’ use be controlled? Application access
Who authorises application access eg read, write?
What is the process for authorising access to information when systems share resources, eg. two separate systems are integrated to form a third application or system?Monitoring system access
What system events will be logged, eg. date, IP address, User-IDs, unsuccessful logins, alerts from intrusion detection systems (firewall)?
When and who will review and monitor system logs? And where are they stored?Mobile computing and telecommuting
Outline Agency policy for each type of mobile device – eg. physical storage, personal usage, protection of information held on the device, access mechanisms (eg password), virus protection, backup.
Policy on use of computer equipment for telecommuting, eg. authorisation process, system access, physical security, etc.
Template - Access Control Policy Page 1 of 2 June 06
.
SAMPLE GED 501 RESEARCH PAPERTechnology Based Education How.docxagnesdcarey33086
1) The document discusses how Vygotsky's sociocultural theory of development can guide the use of technology in teaching immigrant and English language learners. 2) It notes that the number of English language learners in US classrooms is rapidly increasing as the number of immigrant students grows. 3) Vygotsky's theory emphasizes that social interaction and culture play important roles in cognitive development, and that instruction should be tailored to students' zones of proximal development to help them progress to more advanced levels.
Sample Action Research Report 1 Effect of Technol.docxagnesdcarey33086
Sample Action Research Report 1
Effect of Technology on Enthusiasm for Learning Science
Jane L. Hollis
Lake City Middle School
Lake City, Florida
ABSTRACT
The effect of technology on students’ enthusiasm for learning science (both at school and
away from school) was investigated. Pre- and post-student and parent surveys, student and
parent written comments, and teacher observations were used to record changes in enthusi-
asm for learning science during a six-week study period.
In this study, I investigated how the integration of technology into my middle school
science curriculum would impact my students’ enthusiasm for learning science. Enthusiasm
for learning science can be defined as the students’ eagerness to participate in science activi-
ties in the classroom, as well as away from school. My motivation for focusing on technol-
ogy was twofold. First, I have had an interest in integrating technology into my students’
studies of science for some time. Secondly, the funding for technological equipment and
software recently became available. During the 1993–1994 school year, my school was
awarded a $115,000 incentive grant to purchase equipment and software and to train
teachers in the use of this software and technological equipment. One of the stipulations of
the grant was that the equipment and software must be for student use.
According to Calvert (1994), American education is a system searching for solutions.
Our children drop out, fail to sustain interest in learning, and perform below capacity. Some
have argued that television is the culprit. Others have argued that computers may be the
answer.
Today’s middle school students have grown up in a technological world with television,
electronic toys, video games, VCRs, cellular phones, and more. They are accustomed to
receiving and processing information through multi-sensory sources.
I wanted to bring technology into my classroom and incorporate it into my science
curriculum using multimedia computer presentations. Barbara ten Brink (1993) noted, “. . .
students look to us [teachers] to prepare them for an increasingly technological world.
Fortunately, with videodiscs, we are meeting the challenge by delivering curriculums in
ways that engage, motivate, and thrill our students.” In this study my students had an
opportunity to use assorted multimedia technology as they explored a segment of a middle
school science curriculum.
THEORETICAL FRAMEWORKS
Learning is an extremely complex human process. During my twenty-four years of teaching
I have used many strategies to enhance student learning and to teach new concepts. I am still
not convinced that I thoroughly understand how children learn. Yet, at this point, I do
believe children learn through experiences. They build on past experiences and previous
knowledge to process new concepts. As children redefine old understandings of concepts
and integrate new experiences into thei.
Sample Case with a report Dawit Zerom, Instructor Cas.docxagnesdcarey33086
Sample Case with a report
Dawit Zerom, Instructor
Case Study: Ft. Myers Home Sales
Due to a crisis in subprime lending, obtaining a mortgage has become difficult even for
people with solid credit. In a report by the Associated Press (August 25, 2007), sales of
existing homes fell for a 5th consecutive month, while home prices dropped for a record
12th month in July 2007. Mayan Horowitz, a research analyst for QuantExperts, wishes to
study how the mortgage crunch has impacted the once booming market of Florida. He
collects data on the sale price (in $1, 000s) of 25 single-family homes in Fort Myers,
Florida, in January 2007 and collects another sample in July 2007. For a valid
comparison, he samples only three bedroom homes, each with 1,500 square feet or less of
space on a lot size of 10, 000 square feet or less.
Excel data are available in Titanium page.
Use the sample information (appropriate descriptive statistics) to address the following
aspects. Your report should not exceed one page.
1. Compare the mean and median in each of the two sample periods.
2. Compare the standard deviation and coefficient of variation in each of the two sample
periods. Also incorporate quartiles.
3. Discuss significant changes in the housing market in Fort Myers over the 6-month
period.
Sample Case with a report
Dawit Zerom, Instructor
Sample Report
The steady stream of dismal housing market statistics lately is a clear indication that the national
real estate market is in a serious crisis. The uncertainty is also forcing lenders to slow down on
their lending, and as a result obtaining a mortgage is becoming increasingly difficult even for
people with solid credit. In light of this situation, Mayan Horowitz conducts a small study to
learn if the national trend also affects the once booming market of Florida by focusing on Fort
Myers, Florida. To see the trend of the housing market over a 6-month period, he obtains price of
25 single family homes in January 2007 and another comparable 25 single family homes in July
2007. Table 1 below shows the most relevant descriptive analysis.
The average home price in January of 2007 was $231, 080 versus $182, 720 in July of the same
year. That is about a 21% drop in the average home price. Also in January, half of the homes
sold for more than $205,000, versus only $180,000 in July (see the median). Since the mean is
more effected by outliers (in this case, a few relatively high prices), the median is an appropriate
measure of central location.
While measures of central location typically represent where the data clusters, these measures do
not relay information about the variability in the data. Both the standard deviation and the
coefficient of variation are higher in January indicating that home prices were more dispersed in
January. Further, while 25% of the houses were sold at the price of $158, 000 or less in Janua.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Running head WEEK 7 MOCK INCIDENT RESPONSE1WEEK 7 MOCK INCIDEN.docx
1. Running head: WEEK 7 MOCK INCIDENT RESPONSE 1
WEEK 7 MOCK INCIDENT RESPONSE 7
Week 7 Mock Incident Response
American Public University System
EDGM230 Emergency and Disaster Incident Command
June 21, 2014
Week 7 Mock Incident Response
The Incident Command System (ICS) is an important part
of the National Incident Management System (NIMS). It
provides a standardized template for managing emergency and
disaster incidents across the United States that is adjustable and
can be expanded to meet the specific needs of the situation at
hand. ICS allows for the integration and coordination of
various responding agencies in the interest of making the best
use of available resources, including agencies from different
jurisdictions. In order for ICS to be effective, regular exercises
and mock disaster scenarios should be practiced, familiarizing
responders with both the system and each other. This paper is a
mock incident response that will discuss the 5 ICS functional
areas and specific responsibilities for each area pertaining to
the specific mock disaster.
Scenario
On June 15, 2014, an explosion occurred at the Daugherty
Elementary School located just south of downtown Garland, TX.
Initial reports indicate that it was caused by a gas leak in the
northern hallway. A fire started that is spreading through the
classrooms along the east side of the building, there is
structural damage to the outside north courtyard wall, and
2. numerous windows blew out as a result of the explosion.
Injuries to some children and staff have been reported, and not
all children have been accounted for in the original evacuation.
Current enrollment is 412 (School Characteristics and
Membership, 2014).
ICS Functional Areas
There are 5 functional areas that are defined for use in
ICS. These are Command, Operations, Planning, Logistics, and
Finance/Administration (Deal, Bettencourt, Deal, Merrick, &
Mills, 2010). Each area has specific responsibilities in order
for responses to be handled in a standardized way without
duplication of effort or some tasks not getting done because
someone thought someone else was doing it. Each emergency
or disaster is different, and most of the routine incidents
encountered will not require that the full complement of
functional areas be activated. In the case of the Daugherty
Elementary Explosion, a section for Finance/Administration
would not be needed since the response period is expected to be
relatively short. As such, this function would be taken care of
by the Incident Commander (IC).
Command. This incident requires a single incident command
set up, with one person named as Incident Commander. The IC
is responsible for determining the objectives and priorities for
the incident and ultimately responsible for all decisions related
to any aspects of the response, including safety, news releases,
and planning operations. One important component of the IC’s
responsibility is the implantation of an Incident Action Plan
(IAP). The IAP puts in writing the details of the planned
direction for the operation, from the naming of the functional
section chiefs to the specific resources needed to carry out a
particular task. The IAP for the Daugherty Elementary
Explosion is attached. The IC is also responsible for naming
members to the command staff if necessary in order to carry out
the command functions.
This incident will require the appointment of a Safety Officer,
who is responsible for overall site safety for the responders.
3. The Safety Officer would look at the situation and possible
strategies for accomplishing tasks, assessing the hazards that
may be present that threaten the responders and making sure
staging areas, medical areas, etc. are all following appropriate
safety precautions. The Safety Officer also participates in
planning and can put a stop to any activities that are found to be
unsafe. During this incident, the Safety Officer would be
responsible for assessing the hazards presented by the broken
glass and possible structural integrity issues from the explosion
and fires, as well as ensuring that medical personnel are
wearing the appropriate personal protective equipment (PPE).
Another necessary command staff member in this case is the
Public Information Officer (POI). POIs are responsible for
dealing with the press and the general public, ensuring that
timely and accurate reports on incident progress are made, with
approval from the IC. Due to the fact that this incident
happened at an elementary school while school was in session,
it is very important for the POI to keep parents and the media
abreast of the situation so that parents and children can be
quickly reunited and to alleviate panic. The POI is also
responsible for dispelling any misinformation about the incident
as quickly as possible.
Operations. The Operations Section Chief (OSC) is responsible
for ensuring that the tasks and objectives of the incident
response are getting done. The OSC assigns resources,
organizes teams, and also participates in the planning process
for operations. The OSC at Daugherty would be responsible for
assigning the appropriate task force, medical, and safety groups
to be effective in putting out the flames, treating any injuries to
students and staff, and finding the unaccounted for children.
Communications with the IC and individual groups are of
utmost importance to ensure that the IC has a full grasp of the
situation and that each group understands what tasks it is
responsible for. Operations at Daugherty would need to have a
Safety Group to work with the Safety Officer and ensure
responder safety. It also needs to have a Task Force Group,
4. responsible for fighting the flames, shutting off the gas to the
area, and searching for the missing. The Medical Group would
be responsible for any necessary treatment of injuries to the
evacuees.
Planning. The Planning Section Chief (PSC) is the person
whose main responsibilities include providing resources,
ensuring that the command group is aware of the current
situation, documenting details regarding the response efforts,
and, when needed, demobilizing the incident responders. The
PSC helps to finalize the Incident Action Plan for the current
and upcoming periods. The PSC at Daugherty would need to be
responsible for resources, documentation, and situation areas.
The incident is not so large as to require a full Planning
Section, and appointing one other to focus on resources until the
Medical Group can be disbanded (i.e. all children have been
assessed/treated) will free up the PSC to participate in planning
the IAP, keeping the IC up to date on the situation, and
documentation.
Logistics. A one person Logistics Section is brought in at
Daugherty. The responsibilities of the Logistics Section Chief
(LSC) include setting up the communications, establishing a
Medical Unit for responders at the Rolando Drive Staging Area,
and assisting with planning. The LSC develops the plan for
communications and is responsible for disseminating the
information to responders. Each group has a specific radio
frequency to be used for communications. The list is included
in the IAP. The LSC would also ensure that the responders had
access to fast medical treatment should there be any injury on
the site. The Medical Unit for this purpose is located in the
staging area at Rolando Drive.
Conclusion
The explosion at Daugherty Elementary is a medium size
incident with the potential for numerous injuries to both those
present at the time of the explosion as well as the emergency
responders. However, the incident is not of a size that would
require outside assistance from another jurisdiction, nor so
5. large that it requires all functional areas available under ICS to
be activated. The 4 functional areas used during this mock
incident response include Command, Operations, Planning, and
Logistics, with Operations requiring the largest number of
responders and other resources assigned. ICS allows for easy
adaptation to the system, and specific responsibilities for each
functional section. As such, only those sections that are
required for the response need be put in place, producing a more
efficient and effective response team and eliminating waste due
to multiple identical efforts.
References
Deal, T., Bettencourt, M., Deal, V., Merrick, G., & Mills, C.
(2010). Beyond Initial Response. AuthorHouse: Bloomington,
IN.
School Characteristics and Membership. (2014). ED.gov.
Retrieved from
http://ocrdata.ed.gov/Page?t=s&eid=233247&syk=6&pid=732
CoverHurricane Evacuation CID Unit Corry StationIncident
Action PlanICS-202 Incident ObjectivesICS-203 Organization
Assignment Listzation Assignment ListICS-204 Assignment
ListICS-205 Incident Radio Communications PlanICS-206
Medical PlanMap and Pictures of the Incident
Scene6/22/2041400
X
X
X
X
X
X
ICS 202Incident Objectives1. Incident Name2. Date
Prepared3. Time PreparedHurricane Evacuation6/22/141400
PM4. Operational Period (Date and Time)6/22/141330 PM5.
6. General Control Objectives for the Incident (include
Alternatives)1Ensure the safety of all CIDUCS staff and
students
Mark Ethridge: Enter short, clear, concise statements of the
objectives for managing the incident, including
alternatives.2Conduct convoy operations.
Mark Ethridge: Control objectives usually apply for the
duration of the incident.3Ensure basic life support systems are
present
Mark Ethridge: Be sure to include objectives for the operational
period!4Ensure all personnel are safe from effects of
hurricane5Ensure 100% accountability of CIDUCS staff and
students6. Weather Forecast for Operational PeriodClear
conditions, but becoming windy and rain bands are starting to
move in.7. General Safety MessageExercise increased safety
measures to ensure staff and students arrive safely.
Mark Ethridge: Enter known Safety hazards and specific
precautions for the operational period. Be sure to reference a
specific safety message, form 223, if one is attached.8.
Attachments (check if attached)ICS-2029. Prepared by
(PSC)10. Approved by (IC)Jane DoeWillie Ard
ICS 2031. Incident NameCIDUCS Hurricane Evacuation9.
Operations Section2. Date6/22/143. Time1400
PMChiefAngelique Rhyne4. Operational PeriodDeputyRebecca
Allen5. Incident Commander and Staffa. Branch I -
Division/GroupsIncident CommanderWill ArdBranch
DirectorDeputyJane DoeDeputySafety OfficerKyler
CarterSafety GroupJoshua PayneInformation OfficerBrandon
WatkinsTask Force GroupAaron BradyLiaison OfficerBrad
WilliamsDivision/Group6. Agency
RepresentativeDivision/GroupAgencyNameDivision/Groupb.
Branch II - Division/GroupsBranch
7. DirectorDeputyDivision/GroupDivision/GroupDivision/GroupDi
vision/GroupDivision/GroupC. Branch III -
Division/GroupsBranch DirectorDeputy7. Planning
SectionDivision/GroupChiefTanya
KnoxDivision/GroupDeputyRachael
KaiserDivision/GroupResource UnitJeff
AndrasakDivision/GroupSituation UnitKayla
GriffithDivision/GroupDocumentation UnitJeff Griffind.
Air Operations BranchDemobilization UnitBobby BrownAir
Operations Branch DirectorHuman ResourcesLisa QuincyAir
Support SupervisorTechnical Specialists (name /
specialty)Air Attack SupervisorHazmat SupervisorHelicopter
CoordinatorAir Tanker Coordinator10. Finance
SectionChiefSue IntermoiaDeputyDerrick Edwards8.
Logistics SectionTime UnitChiefJessica McGarveyProcurement
UnitDeputyDavid SpadeComp/Claims UnitService Branch
Dir.Rebecca BrownCost UnitSupport Branch Dir.Richie
MarioSupply UnitDonny MackFacilities UnitCatalina
ReevesGround Support UnitDan RichterPrepared by Cesar
BonillaCommunications UnitBrandy LambertMedical
UnitRobert KmetzSecurity UnitDavid SundeenFood UnitBrian
Barr
ICS 204DIVISION ASSIGNMENT LIST1. Branch2.
Division/GroupSafety3. Incident Name4. Operational
PeriodCIDUCS Hurricane EvacuationDate:6/22/14Time:14005.
Operations PersonnelOperations ChiefAngelique
RhyneDivision/Group SupervisorRebecca AllenBranch
Director6. Resources Assigned this PeriodStrike Team/Task
Force/Resource DesignatorLeaderNumber PersonsTrans.
NeededDrop Off PT./TimePick Up PT./TimeBus OperatorsDan
Richter25100Command OperationsProceed with caution from
Pensacola to Fort Benning, Georgia
Mark Ethridge: Provide a statement of the tactical objectives to
be achieved within the operational period. Include any special
instructions for individual resources.8. Special Instructions9.
8. Division/Group Communication Summary
Mark Ethridge: This information is automatically filled from the
205.FunctionSystemGrp/ChannelFrequencyFunctionSystemGrp/
ChannelFrequencyCommand
Mark Ethridge: This information is automatically filled from the
205.ERROR:#REF!
Mark Ethridge: This information is automatically filled from the
205.
Mark Ethridge: This information is automatically filled from the
205.
Mark Ethridge: Provide a statement of the tactical objectives to
be achieved within the operational period. Include any special
instructions for individual resources.ERROR:#REF!
Mark Ethridge: This information is automatically filled from the
205.Support
Mark Ethridge: This information is automatically filled from the
205.ERROR:#REF!
Mark Ethridge: This information is automatically filled from the
205.ERROR:#REF!
Mark Ethridge: This information is automatically filled from the
205.ERROR:#REF!
Mark Ethridge: This information is automatically filled from the
205.
Mark Ethridge: Enter statement calling attention to any safety
problems or specific precautions to be exercised or other
9. important
information.ERROR:#REF!ERROR:#REF!ERROR:#REF!ERRO
R:#REF!ERROR:#REF!ERROR:#REF!ERROR:#REF!ERROR:#
REF!GroupERROR:#REF!AlphaERROR:#REF!ERROR:#REF!E
RROR:#REF!ERROR:#REF!ERROR:#REF!ERROR:#REF!ERR
OR:#REF!ERROR:#REF!ERROR:#REF!ERROR:#REF!ERROR:
#REF!ERROR:#REF!ERROR:#REF!Prepared by
(RESL)Approved by (PSC)DateTimeBrittney GriffithWillie
Ard6/22/141400 PM
ICS 205INCIDENT RADIO COMMUNICATIONS
PLANIncident NameDate/Time PreparedOperational Period
Date/TimeCIDUCS Hurricane Evacuation6/22/141400
PM6/22/141400 PM4. Basic Radio Channel
UtilizationChannelRadio
Type/CacheGroup/ChannelFrequency/ToneAssignmentRemarks
Alpha
Mark Ethridge: Enter the function each channel number is
assigned (i.e. command, support, division tactical, ground-to-
air, etc.)Command
Mark Ethridge: Enter the local system or radio cache system
assigned and used on the incident. (e.g. 800mhz, Wolfforth,
Lamb County, etc.)101.1
Mark Ethridge: Enter the radio call group and/or channel
numbers assigned.101.1
Mark Ethridge: If applicable, enter the frequency and tone
numbers assigned to each specified function (e.g. 153.400/88.5)
or (Tx: 154.000 Rx: 154.500/88.5)Command/General Staff
Mark Ethridge: Enter the ICS organization assigned to each of
the designated frequencies (e.g. Branch I, Division A).IC, Ops,
Logs, Plans
10. Mark Ethridge: This section should include narrative
information regarding special situations.Bravo
Mark Ethridge: Enter the function each channel number is
assigned (i.e. command, support, division tactical, ground-to-
air, etc.)
Mark Ethridge: Enter the local system or radio cache system
assigned and used on the incident. (e.g. 800mhz, Wolfforth,
Lamb County, etc.)Tactical
Mark Ethridge: Enter the local system or radio cache system
assigned and used on the incident.(e.g. 800mhz, Wolfforth,
Lamb County, etc.)101.5
Mark Ethridge: Enter the radio call group and/or channel
numbers assigned.101.5
Mark Ethridge: If applicable, enter the frequency and tone
numbers assigned to each specified function (e.g. 153.400/88.5)
or (Tx: 154.000 Rx: 154.500/88.5)Tactical
Mark Ethridge: Enter the ICS organization assigned to each of
the designated frequencies (e.g. Branch I, Division A).Ops
Mark Ethridge: This section should include narrative
information regarding special situations.
Mark Ethridge: Enter the function each channel number is
assigned (i.e. command, support, division tactical, ground-to-
air, etc.)
Mark Ethridge: Enter the local system or radio cache system
assigned and used on the incident.(e.g. 800mhz, Wolfforth,
Lamb County, etc.)
11. Mark Ethridge: Enter the radio call group and/or channel
numbers assigned.
Mark Ethridge: Enter the local system or radio cache system
assigned and used on the incident.(e.g. 800mhz, Wolfforth,
Lamb County, etc.)
Mark Ethridge: Enter the radio call group and/or channel
numbers assigned.
Mark Ethridge: If applicable, enter the frequency and tone
numbers assigned to each specified function (e.g. 153.400/88.5)
or (Tx: 154.000 Rx: 154.500/88.5)
Mark Ethridge: Enter the radio call group and/or channel
numbers assigned.
Mark Ethridge: If applicable, enter the frequency and tone
numbers assigned to each specified function (e.g. 153.400/88.5)
or (Tx: 154.000 Rx: 154.500/88.5)
Mark Ethridge: Enter the ICS organization assigned to each of
the designated frequencies (e.g. Branch I, Division A).
Mark Ethridge: If applicable, enter the frequency and tone
numbers assigned to each specified function (e.g. 153.400/88.5)
or (Tx: 154.000 Rx: 154.500/88.5)
Mark Ethridge: Enter the ICS organization assigned to each of
the designated frequencies (e.g. Branch I, Division A).
Mark Ethridge: This section should include narrative
information regarding special situations.
Mark Ethridge: Enter the ICS organization assigned to each of
the designated frequencies (e.g. Branch I, Division A).
12. Mark Ethridge: This section should include narrative
information regarding special situations.
Mark Ethridge: This section should include narrative
information regarding special situations.5. Prepared by
(Communications Unit)Michael Pierce
ICS Map
Organization List (ICS 203)
Organization List (ICS 203)
Assignment List (ICS 204)
Assignment List (ICS 204)
Communications Plan (ICS 205)
Communications Plan (ICS 205)
Medical Plan (ICS 206)
Medical Plan (ICS 206)
Incident Map
Incident Map
Traffic Plan
Traffic Plan
MOCK DISASTER PLAN
ACTIVE SHOOTER
290 Broadway
MOCK DISASTER PLAN
This plan is to identify response procedures for an incident
response to an active shooter scenario located at 290 Broadway
New York, NY. This is a federal facility with priority
jurisdiction between the New York Police Department (NYPD)
and the Federal Protective Service (FPS) .
This facility is a 31 story facility that houses many different
federal agencies to include FBI, EPA, IRS, GSA, and DHS.
13. epa.gov
MOCK DISASTER PLAN
During an active shooter incident the facility in question will go
into a lock down procedure, all occupants will Shelter in Place
until the threat can be neutralized. The facility directly across
the street 26 Federal Plaza will also conduct a Shelter in Place.
All emergency response units will be notified of the incident
and told to report to 26 Federal Plaza Incident Command
Center.
26 Federal Plaza
Wickers
MOCK DISASTER PLAN
Initial Incident Response
Upon notification of an active shooter the facility will Shelter
in Place only allowing for law enforcement responders to enter
and exit the facility.
Notification will be made over hand held radio communications
that can be heard by the Federal Protective Service,
Philadelphia Mega Center, FBI, Fire Safety for 26 Federal Plaza
and 290 Broadway and the security guards at both locations.
FPS Inspectors will arrive on scene and coordinate with FBI
police for immediate response. FPS will be the lead response
and will establish on scene commander.
FPS management will set up incident command at 26 Federal
Plaza and will coordinate with all other responding units at that
location. If 26 Federal Plaza becomes compromised or is
unavailable, 201 Varick Street is secondary back up incident
command location.
14. MOCK DIASTER PLAN
ORGANIZATION AND ASSIGNMENT OF
RESPONSIBILITIES
Facility Security Committee Chairperson- Will set up as liaison
between incident commander and agency heads.
Incident Commander - responsible for all aspects of the
response, including developing incident objectives and
managing all incident operations. (Department of Labor)
Operations Commander – responsible for Tactical Operations,
Response and Recovery Operations
Planning Section – “Collects, evaluates , and disseminates
information needed to measure the size, scope , and seriousness
of an incident and to plan appropriate incident management
activities.” (Department of Labor)
ORGANIZATION AND ASSIGNMENT OF
RESPONSIBILITIES Continued
Logistics Section – “Supports incident management operations
by securing and providing needed personnel, equipment,
facilities, resources , and services required for incident
resolution; coordinating personnel; assembling and deploying
volunteer teams; and facilitating communication among
incident responders.” (Department of Labor)
Finance /Administration Section – “Assume responsibility for
overall documentation and recordkeeping activities; when
possible, photograph or videotape damage to property. Develop
a system to monitor and track expenses and financial losses ,
15. and secure all records.“ (Department of Labor)
MOCK DIASTER PLAN
The Incident Commander will be sending
and assigning resources as needed. Once
more resources become available they
will be assigned specific roles. The commander
will also determine goals and stratifies for the
current situations. For an active shooter situation
the majority of the responsibility belongs to the
Operations Chief.
marinemammalconservancy.org
MOCK DISASTER PLAN
Operations Chief is focused on the active shooter and
neutralizing the threat. Teams will be sent in systematically to
clear the facility. This is done by coordinating multiple
response teams and giving them specific areas to clear not to
cross each other. Once the threat is contained Recovery
operations will begin.They are coordinating with the on scene
commander and or team leaders.
USMS
MOCK DISASTER PLAN
The Planning Chief is looking at the Occupant Emergency Plan
to establish other protocols that need to be activated. They are
monitoring communications to ensure that everyone can speak
16. to one another. They are also organizing the arrival of other
resources and setting up equipment that may be needed.
Www.rfidjournal.com
MOCK DISASTER PLAN
The Logistics Chief is notifying local hospitals for specialty
units and to know how many of what injuries to send to which
hospital.
Making contact with NYPD for law enforcement response and to
set up specially units like Bomb Squad and Emergency Services
Unit along with Crime Scene Technicians.
Coordinating a stand by location for EMS units and
coordinating Media / Press releases and locations.
EMSWORLD.COM
Www.liquidproductions.co.uk
MOCK DISASTER PLAN
The Administrative Chief would identify someone to be the
Incident Commanders scribe. Another function would be for
someone to identify which units arrived and at what time. They
would also identify what each specific agency did for the active
shooter event.
Portfoward
MOCK DISASTR PLAN
Recovery Operations
Once the Operation Chief has confirmed that the threat is no
longer, he / she will inform the Incident Command who will
them proceed with recovery operations. EMS will evaluate
persons for injury and identify them by injury. A walkthrough
17. will occurred to determine if there is any structural damage or
damage to the facility. Investigators will conduct an assessment
to determine if any information system have been compromised.
Interviews will be conducted by law enforcement personnel for
those who interacted with the subject. Counseling services will
be identified for those who need it.
MOCK DISASTER PLAN
After Action Review – An AAR will be conducted at the
conclusion of the operation to identify vulnerabilities,
productive countermeasures and decencies within the ICS
system.
National Park Service
References:
Department of Labor (n.d.). Incident Command System (ICS):
Incident Commander. Retrieved June 20, 2014, from
https://www.osha.gov/SLTC/etools/ics/inci.html
Epa.gov (n.d.). Region 2 Office | Greening EPA | US
[Photograph]. Retrieved from
https://www.google.com/search?q=290+Broadway+NYC&sourc
e=lnms&tbm=isch&
Marinemammalconservancy.org (n.d.). Introduction to the
Incident Commander [photograph]. Retrieved from
https://www.google.com/search?q=26+Federal+Plaza+NYC&tb
m=isch&
National Park Service (n.d.). Wildland Fire: Lessons Learned |
U.S. National Park Service. Retrieved June 20, 2014, from
18. http://www.nps.gov/fire/wildland-fire/learning-center/lessons-
learned.cfm
Portfoward (n.d.). Event Logging for the Technicolor
TG582nRouter Sceenshot Back to the Technicolor TG582n
[screneshot ]. Retrieved from
http://screenshots.portforward.com/routers/Technicolor/TG582n
/Event_Logging.htm
Www.rfidjournal.com (n.d.). RFID Secures Command Center
[Photograph]. Retrieved from
https://www.google.com/search?q=26+Federal+Plaza+NYC&tb
m=isch&
References Continued
Rugger (2013, October 1). Sandy Hook Elementary was an
inside job... - Page 3 - Pirate4x4.Com : 4x4 and Off-Road
Forum [Web log post]. Retrieved from
http://www.pirate4x4.com/forum/general-chit-chat/1114018-
sandy-hook-elementary-inside-job-3.html
USMS (n.d.). U.S. Marshals Service, Special Tactical Assault
Team [Photograph]. Retrieved from
http://www.google.com/imgres?imgurl=&imgrefurl=http%3A%2
F%2Fwww.usmarshals.gov%2Fdistrict%2Fva-
Wickers, J. (n.d.). 26 Federal Plaza Jacob Javits Buildin
[Photograph]. Retrieved from
https://www.google.com/search?q=26+Federal+Plaza+NYC&tb
m=isch&ei=bfOmU4nuIousyASy8oH4CA#facrc
Www.emsworld.com (n.d.). EMS response to Hurricane Sandy
[Photograph]. Retrieved from
http://www.emsworld.com/article/10875975/ems-response-to-
hurricane-sandy
19. Www.liquidproductions.co.uk (n.d.). BTS London Fashion
Week [Photograph]. Retrieved from
http://www.liquidproductions.co.uk/behind-the-scenes-london-
fashion-week/