There is a notably challenging requirement for all emergency managers and homeland security professionals at all levels and across all sectors—coordinating plans with all potential stakeholders. Prospective partners can range from one incident to the next, but plans and planners must accommodate the needs, interests, and capabilities of all potential contributors so as to create the most comprehensive and integrated plan, policy, or strategy. One might consider such coordination a matter of common sense, but this is often overlooked, at least in part, for various reasons.
Causes might stem from the actions—or lack thereof—of EM/HS team members, external partners, or both. Lethargy; lack of resources such as time, funding, or expertise; lack of interest on any stakeholder’s or planner’s part; lack of understanding the criticality of advance collaboration; or a simple failure to follow up with organizations and individuals upon whom an EM/HS may depend, may each play a part in explaining why collaboration is not fully accomplished. It can also be difficult for individuals at the planner level, or those inexperienced in incident response, to have the vision that is necessary to foresee an assortment of circumstances requiring relationships with agencies and people and their attendant special capabilities.
Stakeholders may include fire, police, emergency services, and community leadership. Providers of public services, including public utilities, school leadership and networks, city engineers, and others, are also probably key players to consult. However, threats, conditions, hazards, limitations, geography, climate, and many other factors also combine to create the need for tailored planning, which will probably require special relationships. In other words, there is no one-size-fits-all template to employ for identifying, developing and nurturing requisite partnerships.
Advance coordination—that is, developing relationships, sharing information, and understanding the various contributors’ capabilities before you need them for managing emergencies—is essential. Knowing what specific skills, resources, and capacities entities can bring to bear in preventing or responding to crises allows planners to incorporate these capabilities into strategies, plans, and exercises. This knowledge also aids leaders and resource managers in identifying gaps in capacity, which will need filling somehow. At the same time, once an incident occurs or seems immediately likely, the ability to contact vital participants to literally assemble and join the active response effort makes for an optimally efficient and effective endeavor.
What type of information is coordinated? Everything from listing points-of-contact and their current, tested contact information to knowing what special skills an organization or individual might have. For example, if the community believes that certain hazardous materials are a threat, say by accidental spill or if used in a weapon, the EM.
Here are 4 discussion responses and 2 program reflections made by .docxpooleavelina
Here are 4 discussion responses and 2 program reflections made by classmates that need responses. Must be APA format, 1 legitimate/verifiable source per response, in-text citations in each response. Must have 150-200 words per response. Due Saturday November 30, 2019 @ 11:00 PM 24 Hours. A total of 6 responses.
Discussion 1
Discussion Post #1
Clinton Chauca
According to the second reading, decision-making processes often founder under the weight of vested interests. These vested interests are often not overtly expressed, but may be a crucial blockage. Because they are not overtly expressed, it is hard to identify them clearly, and therefore address them, but it can sometimes be possible to do so by exploring them with someone outside the process, but in a similar position. It can also help to explore the rational/intuitive aspects with all stakeholders, usually with an external facilitator to support the process.
As the reading states it can be hard to identify them clearly and address them. The stakeholders in my issue are public safety officials including administrators. Although, this may be confusing to identify due to different officials being affected by the same issue. The main supporters to rectifying the negative image that social media brings to public safety will be public safety officials themselves. Specifically police officers, the image of a department is tainted when one police officer conducts themselves poorly or makes a mistake by having a poor choice of words. Body cams and dash cams captures the type of work police officers have to do physically which can work for them or against them. The people that will oppose this issue are civilians who are one sided or biased and believe everything they hear or see is reality in regards to a police officer making poor decisions. For example, when an officer utilizes what we perceive as excessive force there is a chance that the officer felt threatened and thought there was no choice but to firmly restrain the suspect.
Discussion Post #2
Rachel Crouch
The issue I am researching is cybercrime and cyber security in public safety organizations. Some of the stakeholders include government entities, private sector organizations, cyber criminals, operational and administrative personnel within public safety organizations, and the communities the public safety organizations serve. Government entities can be divided further into civilian personnel and government contractors (Rohrer, 2017). Government personnel are stakeholders in cyber security because they often govern public safety organizations. The federal, state, or local government may have the ultimate authority to make the decision of how to mitigate cyber security incidents within a public safety organization. Government contractors are often used to mitigate occurrences of cybercrime. Private sector organizations are also stakeholders of cybercrime because they may also have the ability to provide protection from and mitigate c ...
The Federal Response to Hurricane Katrina Lessons Learned (F.docxtodd771
The
Federal Response to Hurricane Katrina Lessons Learned
(February, 2006) recommended that the Department of Homeland Security (DHS) establish a National Exercise and Evaluation Program (NEEP). By extension, the NEEP designated the Homeland Security Exercise and Evaluation Program (HSEEP) as a way to standardize exercise planning and execution across governmental levels and sectors. Not all nongovernmental organizations use HSEEP in full or even partially. However, communities, states, and various federal agencies are expected to adopt and employ its tenets. Certainly, it provides the standard that is employed in the National Exercise Program (NEP). The HSEEP provides a standardized methodology for planners to use in designing, developing, conducting, evaluating, and improving exercises and training.
The HSEEP also serves as an extensive resource, replete with useful tools, templates, and examples for building exercises and determining training needs, creating training events, and assessing the merits of all related activities. As you know or are learning, training and exercises are ideally integrated, not merely linked. What is the difference between these concepts of
linked
and
integrated
? Exercises that are linked to training may (or may not) draw directly or indirectly from training drills and events. Exercises that integrate training are considerably more dynamic, with training occurring as the exercise unfolds. This latter technique better develops critical thinking, problem-solving, leadership, and decision-making abilities as well.
The following illustration should clarify this benefit:
Soldiers and law enforcement personnel routinely attend weapons ranges to practice and qualify on their assigned weapons. This training helps them to maintain proficiency or improve in their individual skills. Consider an exercise that links this specific training to other training. The soldiers are completing a special obstacle course in which they run, climb rope ladders, swing over water obstacles, etc. Sometime during the course, they shoot at targets and then dismantle weapons under timed conditions and must achieve a certain score on their target hits. There is linkage to firing weapons accurately to the overall stress-inducing obstacle course.
Integrating the weapons training might look like the following: Soldiers, equipped with laser-emitting weapons, and wearing special sensors on their helmets and vests, commence to move in tactical formations proceeding through wooded (or desert, jungle, etc.) environments. Another group of soldiers, also equipped with special weapons and sensors, plays the opposing force. The two groups engage in realistic combat operations requiring accurate weapons fire, plus evasive movement, simulated first aid, evacuation of casualties, and other assorted requirements. In this case, firing a weapon potentially has an offensive and defensive role, yet is one part of a whole scenario. (You might substitute law en.
8-10 pages, APA formatThe Federal Response to Hurricane Katr.docxjosephinepaterson7611
8-10 pages, APA format
The
Federal Response to Hurricane Katrina Lessons Learned
(February, 2006) recommended that the Department of Homeland Security (DHS) establish a National Exercise and Evaluation Program (NEEP). By extension, the NEEP designated the Homeland Security Exercise and Evaluation Program (HSEEP) as a way to standardize exercise planning and execution across governmental levels and sectors. Not all nongovernmental organizations use HSEEP in full or even partially. However, communities, states, and various federal agencies are expected to adopt and employ its tenets. Certainly, it provides the standard that is employed in the National Exercise Program (NEP). The HSEEP provides a standardized methodology for planners to use in designing, developing, conducting, evaluating, and improving exercises and training.
The HSEEP also serves as an extensive resource, replete with useful tools, templates, and examples for building exercises and determining training needs, creating training events, and assessing the merits of all related activities. As you know or are learning, training and exercises are ideally integrated, not merely linked. What is the difference between these concepts of
linked
and
integrated
? Exercises that are linked to training may (or may not) draw directly or indirectly from training drills and events. Exercises that integrate training are considerably more dynamic, with training occurring as the exercise unfolds. This latter technique better develops critical thinking, problem-solving, leadership, and decision-making abilities as well.
The following illustration should clarify this benefit:
Soldiers and law enforcement personnel routinely attend weapons ranges to practice and qualify on their assigned weapons. This training helps them to maintain proficiency or improve in their individual skills. Consider an exercise that links this specific training to other training. The soldiers are completing a special obstacle course in which they run, climb rope ladders, swing over water obstacles, etc. Sometime during the course, they shoot at targets and then dismantle weapons under timed conditions and must achieve a certain score on their target hits. There is linkage to firing weapons accurately to the overall stress-inducing obstacle course.
Integrating the weapons training might look like the following: Soldiers, equipped with laser-emitting weapons, and wearing special sensors on their helmets and vests, commence to move in tactical formations proceeding through wooded (or desert, jungle, etc.) environments. Another group of soldiers, also equipped with special weapons and sensors, plays the opposing force. The two groups engage in realistic combat operations requiring accurate weapons fire, plus evasive movement, simulated first aid, evacuation of casualties, and other assorted requirements. In this case, firing a weapon potentially has an offensive and defensive role, yet is one part of a whole scenario. (You.
NHS-FPX6008 - Economics and Decision Making in Health CareAssess (2).docxpauline234567
NHS-FPX6008 - Economics and Decision Making in Health Care
Assessment 4 Instructions: Lobbying for Change
Top of Form
Bottom of Form
Write a letter to an official in your state or local government. (Choose the individual in the level of government that will best address your issue). The purpose of this letter is to advocate for action with regards to your chosen health care environment issue.
Introduction
Note: Each assessment in this course builds upon the work you have completed in previous assessments. Therefore, you must complete the assessments in the order in which they are presented.
As health care leaders, it is important to understand strategies for advocating and lobbying elected officials. This can lead to the development of policies or laws that can help drive improved equity and outcomes for all participants in the health care environment as well as a more sustainable financial future.
Background and Context
As a master's-level health care practitioner, you may be expected to implement plans to ensure that initiatives designed to take advantage of economic opportunities for the organization are rolled out successfully and can be sustained over multiple years. Additionally, it is important to be able to envision how an initiative could be implemented in different contexts and for different purposes to ensure the investment remains a viable and positive asset to your organization or care setting.
As a master's-level practitioner, you will often be challenged to influence the health care environment in a variety of ways. This influence can occur on a micro-level (implementing change on your unit, institution, community, or local organizations) or at a macro level (implementing change via state or federal regulations and policy). One way you can influence the health care environment is by lobbying an elected official at the local, state, or national level to adopt policies or legislation that would support positive economic and health outcomes for patients, practitioners, and organizations within the health care environment.
Instructions
For this assessment, you will develop a letter to an official in your state or local government (choose the individual in the level of government that will best address your issue). The purpose of this letter is to advocate for action with regards to your chosen health care environment issue. Remember, when writing the letter, you must use your personal address and telephone number unless you are exclusively representing a group or your organization.
Be sure to address each main point. Review the assessment instructions and scoring guide, including performance-level descriptions for each criterion, to ensure you understand the work you will be asked to complete and how it will be assessed. In addition, note the requirements for document format and length and for supporting evidence.
Overall, your assessment submission will be assessed on the following criteria:
· Summarize the health care economic i.
Chapter 10 Managing assessment, record keeping, and reporting1.EstelaJeffery653
Chapter 10: Managing assessment, record keeping, and reporting
1. How could you use rubrics as tools for students to self-assess their learning?
2. When is the best situation to use a student portfolio?
100 words per question also times new roman size 12 font please use intext citation and refercences
Chapter 11: Managing communication with students, caregivers, and others.
1. Discuss Bloom’s Taxonomy of the Cognitive Domain?
2. How do we use Bloom’s Taxonomy to form questions and design activities at higher or
multiple levels of thinking?
Chapter 12: Managing the work of paraprofessionals, substitute teachers, and student teachers, and contact with advocates
1. Explain the definition of the word: paraprofessional
2. Discuss the difference among the work of paraprofessionals, substitute teachers, and student teachers
Chapter 13: Managing emotional trauma and job-related stress productively
1. Discuss one major source of increased teacher stress found in the behavior of students.
2. Discuss time pressure as a major source of teacher stress.
Chapter 14: It’s your turn: show your understanding of the following topics
1. The Council for Exceptional Children gives strong attention to students with special talents, but not to students with disabilities.
2. The No Child Left Behind Act places a very strong emphasis on teacher and school
2
EDUCATIONAL PROGRAM ON RISK MANAGEMENT-PART ONE
Educational Program on Risk Management
Educational Program on Risk Management
All forms of risk cannot be avoided, but there is always a way to manage them. Risk management emerges as the best possible way or mechanism for managing these risks. Today, the healthcare infections problem is one of the top critical issues facing healthcare organizations (Fineschi, 2019). Therefore, hospitals, long-term care facilities, and other healthcare organizations must have a plan for managing this risk. In addition to keeping patients safe and secure, the risk management plan will help the facility minimize potential losses and keep operational costs down.
The current risk management plan, without a doubt, has played a pivotal role in minimizing cases of infections in the organization. However, when closely assessed, it lacks in some areas. For example, when a risk assessment is completed, beyond sharing the number of risks the facility has experienced within a specific period to the top management, the plan is not promptly. It takes an unnecessary huge amount of time before the risk management team responds effectively. The plan is also not flexible in terms of adapting to the changing care environment. If the plan is re-modeled and shaped to be flexible enough, it will be easy to meet the state, federal and compliance standards. New laws and regulations related to compliance are often being instituted (Basile et al., 2020). Thus, if a risk management plan can easily be modified to accommodate these standards, the organization can reduce care costs and av ...
TO Political Science StudentsFROM Professor Wallace.docxadkinspaige22
TO: Political Science Students
FROM: Professor Wallace
RE: Finances and Budget
DATE: 2020
ISSUE
The issue is Finances. Money in the Federal, State and Local budgets,
where does it come from? Who decides how it is spent? What is it
spent on? In order to understand, research the following; Federal
Reserve, free market, state and national debt, tariffs and government
spending. How do decisions made by the government effect our
budget? Use articles from two different ideological perspectives as
proof of the effects on society.
Framework for Case Analysis (Adapted from the original document published by the UMass College of Management)
Part I – Analyzing a Case
What is this document?
You will be asked throughout your Graduate experience to analyze cases. Because there are many ways to approach cases, the CM faculty has agreed upon a framework for case analysis that you will be asked to learn in MGT 650. This framework will help you throughout your Graduate experience in thinking about cases as well as in preparing written reports.
UC Note: The SL and DEL curricula are not “case-based.” This document is intended to illustrate and explain my two-step case study assignment. My notes appear in bold blue font throughout.
What is a case?
A case is a story---usually a true story, but not always---that illustrates business and management theories and concepts you are studying in a course and/or presents a problem or series of problems for you to solve. A case usually ends with a dilemma or critical issue faced by a particular character or organization depicted in the case. Sometimes a case will be accompanied by a set of questions, usually theory-based, that your instructor expects you to answer. Some questions will be devoted to figuring out the problems imbedded in the case and the causes of those problems; others will ask you to determine a course of action to take in the future. These questions will be provided between steps one and two. More complex cases usually contain a variety of types of information, e.g. industry and economic data, financial reports, policies and procedures, market share and pricing data, descriptions of personnel and other resources, job descriptions, individual perceptions, and dialogue. Due to their complex nature, these cases demand your careful, sustained attention; indeed, each case contains subtleties that are likely to be discerned only by several re-readings and discussions with other students.
Why do professors ask students in the Graduate Programs to analyze cases?
Through the process of analyzing cases, professors believe that Graduate students can learn the value of: [1] responding actively and constructively to the conflicts of organizational life by: suspending judgment about personalities as well as about courses of action; differentiating between facts and opinions; graciously giving up an opinion if it is shown to be inadequate; integrating what one learns through discussions .
Here are 4 discussion responses and 2 program reflections made by .docxpooleavelina
Here are 4 discussion responses and 2 program reflections made by classmates that need responses. Must be APA format, 1 legitimate/verifiable source per response, in-text citations in each response. Must have 150-200 words per response. Due Saturday November 30, 2019 @ 11:00 PM 24 Hours. A total of 6 responses.
Discussion 1
Discussion Post #1
Clinton Chauca
According to the second reading, decision-making processes often founder under the weight of vested interests. These vested interests are often not overtly expressed, but may be a crucial blockage. Because they are not overtly expressed, it is hard to identify them clearly, and therefore address them, but it can sometimes be possible to do so by exploring them with someone outside the process, but in a similar position. It can also help to explore the rational/intuitive aspects with all stakeholders, usually with an external facilitator to support the process.
As the reading states it can be hard to identify them clearly and address them. The stakeholders in my issue are public safety officials including administrators. Although, this may be confusing to identify due to different officials being affected by the same issue. The main supporters to rectifying the negative image that social media brings to public safety will be public safety officials themselves. Specifically police officers, the image of a department is tainted when one police officer conducts themselves poorly or makes a mistake by having a poor choice of words. Body cams and dash cams captures the type of work police officers have to do physically which can work for them or against them. The people that will oppose this issue are civilians who are one sided or biased and believe everything they hear or see is reality in regards to a police officer making poor decisions. For example, when an officer utilizes what we perceive as excessive force there is a chance that the officer felt threatened and thought there was no choice but to firmly restrain the suspect.
Discussion Post #2
Rachel Crouch
The issue I am researching is cybercrime and cyber security in public safety organizations. Some of the stakeholders include government entities, private sector organizations, cyber criminals, operational and administrative personnel within public safety organizations, and the communities the public safety organizations serve. Government entities can be divided further into civilian personnel and government contractors (Rohrer, 2017). Government personnel are stakeholders in cyber security because they often govern public safety organizations. The federal, state, or local government may have the ultimate authority to make the decision of how to mitigate cyber security incidents within a public safety organization. Government contractors are often used to mitigate occurrences of cybercrime. Private sector organizations are also stakeholders of cybercrime because they may also have the ability to provide protection from and mitigate c ...
The Federal Response to Hurricane Katrina Lessons Learned (F.docxtodd771
The
Federal Response to Hurricane Katrina Lessons Learned
(February, 2006) recommended that the Department of Homeland Security (DHS) establish a National Exercise and Evaluation Program (NEEP). By extension, the NEEP designated the Homeland Security Exercise and Evaluation Program (HSEEP) as a way to standardize exercise planning and execution across governmental levels and sectors. Not all nongovernmental organizations use HSEEP in full or even partially. However, communities, states, and various federal agencies are expected to adopt and employ its tenets. Certainly, it provides the standard that is employed in the National Exercise Program (NEP). The HSEEP provides a standardized methodology for planners to use in designing, developing, conducting, evaluating, and improving exercises and training.
The HSEEP also serves as an extensive resource, replete with useful tools, templates, and examples for building exercises and determining training needs, creating training events, and assessing the merits of all related activities. As you know or are learning, training and exercises are ideally integrated, not merely linked. What is the difference between these concepts of
linked
and
integrated
? Exercises that are linked to training may (or may not) draw directly or indirectly from training drills and events. Exercises that integrate training are considerably more dynamic, with training occurring as the exercise unfolds. This latter technique better develops critical thinking, problem-solving, leadership, and decision-making abilities as well.
The following illustration should clarify this benefit:
Soldiers and law enforcement personnel routinely attend weapons ranges to practice and qualify on their assigned weapons. This training helps them to maintain proficiency or improve in their individual skills. Consider an exercise that links this specific training to other training. The soldiers are completing a special obstacle course in which they run, climb rope ladders, swing over water obstacles, etc. Sometime during the course, they shoot at targets and then dismantle weapons under timed conditions and must achieve a certain score on their target hits. There is linkage to firing weapons accurately to the overall stress-inducing obstacle course.
Integrating the weapons training might look like the following: Soldiers, equipped with laser-emitting weapons, and wearing special sensors on their helmets and vests, commence to move in tactical formations proceeding through wooded (or desert, jungle, etc.) environments. Another group of soldiers, also equipped with special weapons and sensors, plays the opposing force. The two groups engage in realistic combat operations requiring accurate weapons fire, plus evasive movement, simulated first aid, evacuation of casualties, and other assorted requirements. In this case, firing a weapon potentially has an offensive and defensive role, yet is one part of a whole scenario. (You might substitute law en.
8-10 pages, APA formatThe Federal Response to Hurricane Katr.docxjosephinepaterson7611
8-10 pages, APA format
The
Federal Response to Hurricane Katrina Lessons Learned
(February, 2006) recommended that the Department of Homeland Security (DHS) establish a National Exercise and Evaluation Program (NEEP). By extension, the NEEP designated the Homeland Security Exercise and Evaluation Program (HSEEP) as a way to standardize exercise planning and execution across governmental levels and sectors. Not all nongovernmental organizations use HSEEP in full or even partially. However, communities, states, and various federal agencies are expected to adopt and employ its tenets. Certainly, it provides the standard that is employed in the National Exercise Program (NEP). The HSEEP provides a standardized methodology for planners to use in designing, developing, conducting, evaluating, and improving exercises and training.
The HSEEP also serves as an extensive resource, replete with useful tools, templates, and examples for building exercises and determining training needs, creating training events, and assessing the merits of all related activities. As you know or are learning, training and exercises are ideally integrated, not merely linked. What is the difference between these concepts of
linked
and
integrated
? Exercises that are linked to training may (or may not) draw directly or indirectly from training drills and events. Exercises that integrate training are considerably more dynamic, with training occurring as the exercise unfolds. This latter technique better develops critical thinking, problem-solving, leadership, and decision-making abilities as well.
The following illustration should clarify this benefit:
Soldiers and law enforcement personnel routinely attend weapons ranges to practice and qualify on their assigned weapons. This training helps them to maintain proficiency or improve in their individual skills. Consider an exercise that links this specific training to other training. The soldiers are completing a special obstacle course in which they run, climb rope ladders, swing over water obstacles, etc. Sometime during the course, they shoot at targets and then dismantle weapons under timed conditions and must achieve a certain score on their target hits. There is linkage to firing weapons accurately to the overall stress-inducing obstacle course.
Integrating the weapons training might look like the following: Soldiers, equipped with laser-emitting weapons, and wearing special sensors on their helmets and vests, commence to move in tactical formations proceeding through wooded (or desert, jungle, etc.) environments. Another group of soldiers, also equipped with special weapons and sensors, plays the opposing force. The two groups engage in realistic combat operations requiring accurate weapons fire, plus evasive movement, simulated first aid, evacuation of casualties, and other assorted requirements. In this case, firing a weapon potentially has an offensive and defensive role, yet is one part of a whole scenario. (You.
NHS-FPX6008 - Economics and Decision Making in Health CareAssess (2).docxpauline234567
NHS-FPX6008 - Economics and Decision Making in Health Care
Assessment 4 Instructions: Lobbying for Change
Top of Form
Bottom of Form
Write a letter to an official in your state or local government. (Choose the individual in the level of government that will best address your issue). The purpose of this letter is to advocate for action with regards to your chosen health care environment issue.
Introduction
Note: Each assessment in this course builds upon the work you have completed in previous assessments. Therefore, you must complete the assessments in the order in which they are presented.
As health care leaders, it is important to understand strategies for advocating and lobbying elected officials. This can lead to the development of policies or laws that can help drive improved equity and outcomes for all participants in the health care environment as well as a more sustainable financial future.
Background and Context
As a master's-level health care practitioner, you may be expected to implement plans to ensure that initiatives designed to take advantage of economic opportunities for the organization are rolled out successfully and can be sustained over multiple years. Additionally, it is important to be able to envision how an initiative could be implemented in different contexts and for different purposes to ensure the investment remains a viable and positive asset to your organization or care setting.
As a master's-level practitioner, you will often be challenged to influence the health care environment in a variety of ways. This influence can occur on a micro-level (implementing change on your unit, institution, community, or local organizations) or at a macro level (implementing change via state or federal regulations and policy). One way you can influence the health care environment is by lobbying an elected official at the local, state, or national level to adopt policies or legislation that would support positive economic and health outcomes for patients, practitioners, and organizations within the health care environment.
Instructions
For this assessment, you will develop a letter to an official in your state or local government (choose the individual in the level of government that will best address your issue). The purpose of this letter is to advocate for action with regards to your chosen health care environment issue. Remember, when writing the letter, you must use your personal address and telephone number unless you are exclusively representing a group or your organization.
Be sure to address each main point. Review the assessment instructions and scoring guide, including performance-level descriptions for each criterion, to ensure you understand the work you will be asked to complete and how it will be assessed. In addition, note the requirements for document format and length and for supporting evidence.
Overall, your assessment submission will be assessed on the following criteria:
· Summarize the health care economic i.
Chapter 10 Managing assessment, record keeping, and reporting1.EstelaJeffery653
Chapter 10: Managing assessment, record keeping, and reporting
1. How could you use rubrics as tools for students to self-assess their learning?
2. When is the best situation to use a student portfolio?
100 words per question also times new roman size 12 font please use intext citation and refercences
Chapter 11: Managing communication with students, caregivers, and others.
1. Discuss Bloom’s Taxonomy of the Cognitive Domain?
2. How do we use Bloom’s Taxonomy to form questions and design activities at higher or
multiple levels of thinking?
Chapter 12: Managing the work of paraprofessionals, substitute teachers, and student teachers, and contact with advocates
1. Explain the definition of the word: paraprofessional
2. Discuss the difference among the work of paraprofessionals, substitute teachers, and student teachers
Chapter 13: Managing emotional trauma and job-related stress productively
1. Discuss one major source of increased teacher stress found in the behavior of students.
2. Discuss time pressure as a major source of teacher stress.
Chapter 14: It’s your turn: show your understanding of the following topics
1. The Council for Exceptional Children gives strong attention to students with special talents, but not to students with disabilities.
2. The No Child Left Behind Act places a very strong emphasis on teacher and school
2
EDUCATIONAL PROGRAM ON RISK MANAGEMENT-PART ONE
Educational Program on Risk Management
Educational Program on Risk Management
All forms of risk cannot be avoided, but there is always a way to manage them. Risk management emerges as the best possible way or mechanism for managing these risks. Today, the healthcare infections problem is one of the top critical issues facing healthcare organizations (Fineschi, 2019). Therefore, hospitals, long-term care facilities, and other healthcare organizations must have a plan for managing this risk. In addition to keeping patients safe and secure, the risk management plan will help the facility minimize potential losses and keep operational costs down.
The current risk management plan, without a doubt, has played a pivotal role in minimizing cases of infections in the organization. However, when closely assessed, it lacks in some areas. For example, when a risk assessment is completed, beyond sharing the number of risks the facility has experienced within a specific period to the top management, the plan is not promptly. It takes an unnecessary huge amount of time before the risk management team responds effectively. The plan is also not flexible in terms of adapting to the changing care environment. If the plan is re-modeled and shaped to be flexible enough, it will be easy to meet the state, federal and compliance standards. New laws and regulations related to compliance are often being instituted (Basile et al., 2020). Thus, if a risk management plan can easily be modified to accommodate these standards, the organization can reduce care costs and av ...
TO Political Science StudentsFROM Professor Wallace.docxadkinspaige22
TO: Political Science Students
FROM: Professor Wallace
RE: Finances and Budget
DATE: 2020
ISSUE
The issue is Finances. Money in the Federal, State and Local budgets,
where does it come from? Who decides how it is spent? What is it
spent on? In order to understand, research the following; Federal
Reserve, free market, state and national debt, tariffs and government
spending. How do decisions made by the government effect our
budget? Use articles from two different ideological perspectives as
proof of the effects on society.
Framework for Case Analysis (Adapted from the original document published by the UMass College of Management)
Part I – Analyzing a Case
What is this document?
You will be asked throughout your Graduate experience to analyze cases. Because there are many ways to approach cases, the CM faculty has agreed upon a framework for case analysis that you will be asked to learn in MGT 650. This framework will help you throughout your Graduate experience in thinking about cases as well as in preparing written reports.
UC Note: The SL and DEL curricula are not “case-based.” This document is intended to illustrate and explain my two-step case study assignment. My notes appear in bold blue font throughout.
What is a case?
A case is a story---usually a true story, but not always---that illustrates business and management theories and concepts you are studying in a course and/or presents a problem or series of problems for you to solve. A case usually ends with a dilemma or critical issue faced by a particular character or organization depicted in the case. Sometimes a case will be accompanied by a set of questions, usually theory-based, that your instructor expects you to answer. Some questions will be devoted to figuring out the problems imbedded in the case and the causes of those problems; others will ask you to determine a course of action to take in the future. These questions will be provided between steps one and two. More complex cases usually contain a variety of types of information, e.g. industry and economic data, financial reports, policies and procedures, market share and pricing data, descriptions of personnel and other resources, job descriptions, individual perceptions, and dialogue. Due to their complex nature, these cases demand your careful, sustained attention; indeed, each case contains subtleties that are likely to be discerned only by several re-readings and discussions with other students.
Why do professors ask students in the Graduate Programs to analyze cases?
Through the process of analyzing cases, professors believe that Graduate students can learn the value of: [1] responding actively and constructively to the conflicts of organizational life by: suspending judgment about personalities as well as about courses of action; differentiating between facts and opinions; graciously giving up an opinion if it is shown to be inadequate; integrating what one learns through discussions .
TO Political Science StudentsFROM Professor Wallace.docxgertrudebellgrove
TO: Political Science Students
FROM: Professor Wallace
RE: Finances and Budget
DATE: 2020
ISSUE
The issue is Finances. Money in the Federal, State and Local budgets,
where does it come from? Who decides how it is spent? What is it
spent on? In order to understand, research the following; Federal
Reserve, free market, state and national debt, tariffs and government
spending. How do decisions made by the government effect our
budget? Use articles from two different ideological perspectives as
proof of the effects on society.
Framework for Case Analysis (Adapted from the original document published by the UMass College of Management)
Part I – Analyzing a Case
What is this document?
You will be asked throughout your Graduate experience to analyze cases. Because there are many ways to approach cases, the CM faculty has agreed upon a framework for case analysis that you will be asked to learn in MGT 650. This framework will help you throughout your Graduate experience in thinking about cases as well as in preparing written reports.
UC Note: The SL and DEL curricula are not “case-based.” This document is intended to illustrate and explain my two-step case study assignment. My notes appear in bold blue font throughout.
What is a case?
A case is a story---usually a true story, but not always---that illustrates business and management theories and concepts you are studying in a course and/or presents a problem or series of problems for you to solve. A case usually ends with a dilemma or critical issue faced by a particular character or organization depicted in the case. Sometimes a case will be accompanied by a set of questions, usually theory-based, that your instructor expects you to answer. Some questions will be devoted to figuring out the problems imbedded in the case and the causes of those problems; others will ask you to determine a course of action to take in the future. These questions will be provided between steps one and two. More complex cases usually contain a variety of types of information, e.g. industry and economic data, financial reports, policies and procedures, market share and pricing data, descriptions of personnel and other resources, job descriptions, individual perceptions, and dialogue. Due to their complex nature, these cases demand your careful, sustained attention; indeed, each case contains subtleties that are likely to be discerned only by several re-readings and discussions with other students.
Why do professors ask students in the Graduate Programs to analyze cases?
Through the process of analyzing cases, professors believe that Graduate students can learn the value of: [1] responding actively and constructively to the conflicts of organizational life by: suspending judgment about personalities as well as about courses of action; differentiating between facts and opinions; graciously giving up an opinion if it is shown to be inadequate; integrating what one learns through discussions ...
The Federal Response to Hurricane Katrina Lessons Learned (Febru.docxtodd771
The
Federal Response to Hurricane Katrina Lessons Learned
(February, 2006) recommended that the Department of Homeland Security (DHS) establish a National Exercise and Evaluation Program (NEEP). By extension, the NEEP designated the Homeland Security Exercise and Evaluation Program (HSEEP) as a way to standardize exercise planning and execution across governmental levels and sectors. Not all nongovernmental organizations use HSEEP in full or even partially. However, communities, states, and various federal agencies are expected to adopt and employ its tenets. Certainly, it provides the standard that is employed in the National Exercise Program (NEP). The HSEEP provides a standardized methodology for planners to use in designing, developing, conducting, evaluating, and improving exercises and training.
The HSEEP also serves as an extensive resource, replete with useful tools, templates, and examples for building exercises and determining training needs, creating training events, and assessing the merits of all related activities. As you know or are learning, training and exercises are ideally integrated, not merely linked. What is the difference between these concepts of
linked
and
integrated
? Exercises that are linked to training may (or may not) draw directly or indirectly from training drills and events. Exercises that integrate training are considerably more dynamic, with training occurring as the exercise unfolds. This latter technique better develops critical thinking, problem-solving, leadership, and decision-making abilities as well.
The following illustration should clarify this benefit:
Soldiers and law enforcement personnel routinely attend weapons ranges to practice and qualify on their assigned weapons. This training helps them to maintain proficiency or improve in their individual skills. Consider an exercise that links this specific training to other training. The soldiers are completing a special obstacle course in which they run, climb rope ladders, swing over water obstacles, etc. Sometime during the course, they shoot at targets and then dismantle weapons under timed conditions and must achieve a certain score on their target hits. There is linkage to firing weapons accurately to the overall stress-inducing obstacle course.
Integrating the weapons training might look like the following: Soldiers, equipped with laser-emitting weapons, and wearing special sensors on their helmets and vests, commence to move in tactical formations proceeding through wooded (or desert, jungle, etc.) environments. Another group of soldiers, also equipped with special weapons and sensors, plays the opposing force. The two groups engage in realistic combat operations requiring accurate weapons fire, plus evasive movement, simulated first aid, evacuation of casualties, and other assorted requirements. In this case, firing a weapon potentially has an offensive and defensive role, yet is one part of a whole scenario. (You might substitute law en.
A theme throughout this course has been that human and social servic.docxmakdul
A theme throughout this course has been that human and social services professionals constantly apply theories and processes to address issues and challenges. As a social change agent, leader, and advocate, you should be able to apply relevant theories and processes to implement and support change on a local and global scale. As always, codes of ethics should provide guidance as you attempt to bring about change. As the final step in the development of your strategic plan, you will develop an action plan for each year of the strategic plan. For example, your plan might start off with strategic goals at the local level with plans to take these goals national or international in following years of the strategic plan.
To prepare:
Review the feedback from your Instructor regarding the components of your strategic plan in Weeks 3, 4, and 6–8.
You should make any changes based on the feedback you received. You will include these elements as a whole this week for your final strategic plan.
Finally this week, consider what actions you will take each year of the strategic plan.
By Day 7
The Assignment (15–22 pages):
Guidelines for each section of the Assignment are provided below.
Part I. The Fundamentals (3–4 pages):
The fundamentals of a strategic plan include identifying the core values, mission, and vision, which represent the organizational identification (ID). The Assignment requires you to develop the organizational ID for the agency, organization, or community for which you will develop a strategic plan.
Identify and describe the core values of the agency.
Discuss the degree to which those core values are aligned with advocacy, leadership, or social change.
Explain how those core values contribute to the well-being of individuals, groups, societies, or international communities.
Identify and describe the mission of the agency, organization, or community.
Evaluate whether the mission statement is aligned with the core values of the agency, organization, etc.
Describe whether the mission statement promotes advocacy, leadership, or social change.
Discuss whether the mission statement provides evidence of how the agency/organization contributes to the well-being of individuals, groups, societies, or international communities.
Identify and describe the vision of the agency.
Evaluate whether the vision is aligned with the core values of the agency, organization, etc.
Describe whether the vision promotes advocacy, leadership, or social change.
Discuss whether the vision provides evidence of how the agency/organization contributes to the well-being of individuals, groups, societies, or international communities.
Identify and describe key stakeholders involved with the agency.
Discuss whether each stakeholder is internal or external to the agency/organization.
Describe the role each stakeholder has in the organization (i.e. leadership, management, staff, recipient of services, etc.).
Discuss how ea.
Assignment 2 LASA Ethical Decision Making Case Study PaperMan.docxrock73
Assignment 2: LASA: Ethical Decision Making: Case Study Paper
Many counselors are competent in their knowledge and understanding of ethical standards and relevant laws. However, real-world situations often do not lend themselves to straightforward solutions. Therefore, counselors must rely on ethical decision-making models to clearly explore ethical dilemmas and to identify appropriate courses of action for different dilemmas. This assignment will help you not only apply an ethical decision-making model but also clearly identify a conceptual model for risk management that can be used throughout one's clinical practice.
Directions:
For this assignment, you will review the following case study and incorporate the materials learned throughout the course to answer the set of requirements that follow in a paper approximately between 8-10 pages.
Case Study:
Zander is doing his master's in clinical mental health counseling and has become friends with Tasha, one of his peers in the program. Tasha has shared that she had a substance abuse problem in the past but did not attend an addiction counseling program; rather, she chose to self-monitor and attend AA meetings as needed. Tasha also confided that she has been involved in a sexual relationship for several weeks with Dr. Supervisor, a new supervisor at the agency where they are both interning. Dr. Supervisor has just recently started to provide on-site internship supervision to Zander and Tasha as well as two other students at the internship site.
Tasha reveals she began spending time with Dr. Supervisor 3 months ago, when he asked for her assistance in setting up a personal Facebook page, so he could better communicate with clients he sees at the site. Being well-versed in social media, Tasha helped him set one up and taught him how to use it. Over the next few weeks, they spent more time together, initially working on Dr. Supervisor's Facebook profile and trying to "friend" old clients he used to work with at another agency. Tasha was thrilled they had convinced at least five clients to leave Dr. Supervisor's old agency.
Dr. Supervisor and Tasha began to eventually go out to dinner. After 2 months, their interactions evolved into a sexual relationship. Tasha tells Zander that she's not concerned about any conflict of interest and that she and Dr. Supervisor will likely get engaged once she graduates from the program at the end of the year. Zander is becoming increasingly concerned, however, as he has seen Tasha and Dr. Supervisor meeting at an off-campus bar multiple times in recent weeks, and Tasha has begun to miss classes and other regularly scheduled meetings with clients. Zander reports a significant increase in his caseload because Tasha is missing meetings with clients.
Tasks:
In approximately 8–10 pages:
A. Identify Ethical Dilemma or Issues.
1. Identify the relevant ethical dilemma and issues in the case study.
B. Summarize Your Ethical Model.
2. Outline the proposed action(s) you would t ...
theme throughout this course has been that human and social services.docxsharondabriggs
theme throughout this course has been that human and social services professionals constantly apply theories and processes to address issues and challenges. As a social change agent, leader, and advocate, you should be able to apply relevant theories and processes to implement and support change on a local and global scale. As always, codes of ethics should provide guidance as you attempt to bring about change. As the final step in the development of your strategic plan, you will develop an action plan for each year of the strategic plan. For example, your plan might start off with strategic goals at the local level with plans to take these goals national or international in following years of the strategic plan.
To prepare:
Review the feedback from your Instructor regarding the components of your strategic plan in Weeks 3, 4, and 6–8.
You should make any changes based on the feedback you received. You will include these elements as a whole this week for your final strategic plan.
Finally this week, consider what actions you will take each year of the strategic plan.
The Assignment (15–22 pages):
Guidelines for each section of the Assignment are provided below.
Part I. The Fundamentals (3–4 pages):
The fundamentals of a strategic plan include identifying the core values, mission, and vision, which represent the organizational identification (ID). The Assignment requires you to develop the organizational ID for the agency, organization, or community for which you will develop a strategic plan.
Identify and describe the core values of the agency.
Discuss the degree to which those core values are aligned with advocacy, leadership, or social change.
Explain how those core values contribute to the well-being of individuals, groups, societies, or international communities.
Identify and describe the mission of the agency, organization, or community.
Evaluate whether the mission statement is aligned with the core values of the agency, organization, etc.
Describe whether the mission statement promotes advocacy, leadership, or social change.
Discuss whether the mission statement provides evidence of how the agency/organization contributes to the well-being of individuals, groups, societies, or international communities.
Identify and describe the vision of the agency.
Evaluate whether the vision is aligned with the core values of the agency, organization, etc.
Describe whether the vision promotes advocacy, leadership, or social change.
Discuss whether the vision provides evidence of how the agency/organization contributes to the well-being of individuals, groups, societies, or international communities.
Identify and describe key stakeholders involved with the agency.
Discuss whether each stakeholder is internal or external to the agency/organization.
Describe the role each stakeholder has in the organization (i.e. leadership, management, staff, recipient of services, etc.).
Discuss how each stakehold.
Sections and Components of Strategic PlansThe SSP template here .docxkenjordan97598
Sections and Components of Strategic Plans
The SSP template here lists a number of essential elements to include, but this list is not finite. Depending upon the entity to be secured, this list could expand greatly.
Name of the plan; title page
Table of Contents
o
1. 0 Purpose, Scope, and Terms
1.1 Purpose:
Describe the purpose of this specific plan. Remember, an organization may have multiple plans guiding operations, allocations, various activities, and more. Mention for whom it is written, provide a brief summary of what is covered, and state what the plan is intended to accomplish.
1.2 Scope:
Describe the scope and parameters of the organization to be covered by this plan; for example, a school, a complete school district, or an entire state’s school system.
1.3 Terms:
List and describe terms (to include acronyms) that are unique to the organization, this plan, or any of its elements.
For example, a school district might use terms like lockdown and shelter-in-place. The differences in these terms may be familiar to educators but not necessarily to first responders who should be familiar with emergency procedures or the district.
o
2.0 Contexts or Environment
2.1 Identify threats:
List separately, or bundle as appropriate, threats or types of threats that affect the organization, the community within which it is located, and the geographic region where it operates.
Natural disasters, for example, might be listed as a bundled threat, but specific types of these disasters should be detailed below this.
Example (School District):
2.11 Criminal Threats
2.111 Student-led violence. This threat is derived from student(s) who attend the specific school that is victimized.
They have special knowledge of the facility, procedures, people in attendance, and so forth, which gives them some advantage in planning and executing their criminal acts.
2.112 Intruders.
This threat is derived from persons unaffiliated or unknown to the school.
Other threats for the school district might include—whether bundled or separate—pandemic influenza, food-borne or waterborne illnesses, or facility degradation (such as the loss of heat or power, identification of deadly mold, Or structural deficiencies).
2.2 Assess vulnerabilities: This section should expressly consider and detail the organization’s vulnerabilities.
2.3 Assess special capabilities: This plan will detail specific actions to be taken in the event of a given threat scenario or crisis, but an organization’s specialized capabilities can be listed here. Include what conditions, factors, or resources are needed to maintain or enhance each special capability.
For cues on what an organization or community might consider, refer to the following link: Target Capabilities List
.
Example (School District):
Schools A and Bin the district are designated to potentially serve as displaced persons or emergency shelters during certain community crises.
The most likely need will arise during winter storms wh.
The Federal Response to Hurricane Katrina Lessons Learned (Febru.docxterirasco
The
Federal Response to Hurricane Katrina Lessons Learned
(February, 2006) recommended that the Department of Homeland Security (DHS) establish a National Exercise and Evaluation Program (NEEP). By extension, the NEEP designated the Homeland Security Exercise and Evaluation Program (HSEEP) as a way to standardize exercise planning and execution across governmental levels and sectors. Not all nongovernmental organizations use HSEEP in full or even partially. However, communities, states, and various federal agencies are expected to adopt and employ its tenets. Certainly, it provides the standard that is employed in the National Exercise Program (NEP). The HSEEP provides a standardized methodology for planners to use in designing, developing, conducting, evaluating, and improving exercises and training.
The HSEEP also serves as an extensive resource, replete with useful tools, templates, and examples for building exercises and determining training needs, creating training events, and assessing the merits of all related activities. As you know or are learning, training and exercises are ideally integrated, not merely linked. What is the difference between these concepts of
linked
and
integrated
? Exercises that are linked to training may (or may not) draw directly or indirectly from training drills and events. Exercises that integrate training are considerably more dynamic, with training occurring as the exercise unfolds. This latter technique better develops critical thinking, problem-solving, leadership, and decision-making abilities as well.
The following illustration should clarify this benefit:
Soldiers and law enforcement personnel routinely attend weapons ranges to practice and qualify on their assigned weapons. This training helps them to maintain proficiency or improve in their individual skills. Consider an exercise that links this specific training to other training. The soldiers are completing a special obstacle course in which they run, climb rope ladders, swing over water obstacles, etc. Sometime during the course, they shoot at targets and then dismantle weapons under timed conditions and must achieve a certain score on their target hits. There is linkage to firing weapons accurately to the overall stress-inducing obstacle course.
Integrating the weapons training might look like the following: Soldiers, equipped with laser-emitting weapons, and wearing special sensors on their helmets and vests, commence to move in tactical formations proceeding through wooded (or desert, jungle, etc.) environments. Another group of soldiers, also equipped with special weapons and sensors, plays the opposing force. The two groups engage in realistic combat operations requiring accurate weapons fire, plus evasive movement, simulated first aid, evacuation of casualties, and other assorted requirements. In this case, firing a weapon potentially has an offensive and defensive role, yet is one part of a whole scenario. (You might substitute law en.
SOC-480 Program Evaluation Essay Checklist It is es.docxwhitneyleman54422
SOC-480: Program Evaluation Essay Checklist
It is essential for social workers to be able to evaluate an existing program within a community in order to develop a proposal for an effective project/program that fills the needs of a community. Remember, you are looking for a gap in services provided and a project/program solution as to how your proposal will fill that gap.
This assignment will help you learn this skill.
Read chapter eleven in the textbook and use Step 2 of the SAMHSA Strategic Prevention Framework to guide you in evaluating the agency or program you select.
Select a local agency/program that addresses your selected social issue. View the agency/program’s website and call or visit the agency/program and use the checklist below to interview the manager:
Name of agency/program you contacted: Catholic charities/ Immigrants in Houston, the Nation's Most Diverse Metropolitan Area
What is the mission statement/vision the program/agency?
Our Mission is to provide service to those in need, to advocate compassion and justice in the structures of society, and to call all people of goodwill to do the same.
What theory (theories) is the program based on?
Describe the target population of the program.
This program focuses on poverty and legal right for immigrants. They also work with Deferred Action for Childhood Arrivals (DACA) is a benefit that came to be as an executive order from the president on June 2012. It provides protection against deportation and employment authorization to eligible people that were brought into the country as minors before June 15, 2007.
What are the stated goals and objectives of the program? How does the agency/program measure the current program outcomes according to the program’s existing evaluation practices?
What are the data collection procedures? (Surveys, questionnaires, etc.) Explain if these procedures have been effective or not.
American Community Survey (ACS), the authors tabulate numbers of immigrants potentially in need of community-based immigration assistance. The report finds that an estimated 350,000 legal permanent residents, most of them from Mexico and Central America, are eligible for naturalization but have not yet applied. In addition, nearly half of the metro area's 400,000 unauthorized immigrants are potentially eligible for either DACA or the Deferred Action for Parents of Americans and Lawful Permanent Residents (DAPA) program.
What are the data analysis strategies that they use? Explain if these strategies have been effective or not.
Who are the community stakeholders involved in the program? Attorneys, Case managers, Counselors, and the community as a whole.
List some of the resources available to which clients (the target population) are referred:
Nine Ways to Protect Yourself
Enforcement Actions on Sensitive Locations
DACA (Deferred Action for Childhood Arrivals)
Basic needs and Disaster relief
Sanctuary Jurisdictions (including SB4)
Detention in Houston
Non-prof.
TO Political Science StudentsFROM Professor Wallacesachazerbelq9l
TO: Political Science Students
FROM: Professor Wallace
RE: Finances and Budget
DATE: 2020
ISSUE
The issue is Finances. Money in the Federal, State and Local budgets,
where does it come from? Who decides how it is spent? What is it
spent on? In order to understand, research the following; Federal
Reserve, free market, state and national debt, tariffs and government
spending. How do decisions made by the government effect our
budget? Use articles from two different ideological perspectives as
proof of the effects on society.
Framework for Case Analysis (Adapted from the original document published by the UMass College of Management)
Part I – Analyzing a Case
What is this document?
You will be asked throughout your Graduate experience to analyze cases. Because there are many ways to approach cases, the CM faculty has agreed upon a framework for case analysis that you will be asked to learn in MGT 650. This framework will help you throughout your Graduate experience in thinking about cases as well as in preparing written reports.
UC Note: The SL and DEL curricula are not “case-based.” This document is intended to illustrate and explain my two-step case study assignment. My notes appear in bold blue font throughout.
What is a case?
A case is a story---usually a true story, but not always---that illustrates business and management theories and concepts you are studying in a course and/or presents a problem or series of problems for you to solve. A case usually ends with a dilemma or critical issue faced by a particular character or organization depicted in the case. Sometimes a case will be accompanied by a set of questions, usually theory-based, that your instructor expects you to answer. Some questions will be devoted to figuring out the problems imbedded in the case and the causes of those problems; others will ask you to determine a course of action to take in the future. These questions will be provided between steps one and two. More complex cases usually contain a variety of types of information, e.g. industry and economic data, financial reports, policies and procedures, market share and pricing data, descriptions of personnel and other resources, job descriptions, individual perceptions, and dialogue. Due to their complex nature, these cases demand your careful, sustained attention; indeed, each case contains subtleties that are likely to be discerned only by several re-readings and discussions with other students.
Why do professors ask students in the Graduate Programs to analyze cases?
Through the process of analyzing cases, professors believe that Graduate students can learn the value of: [1] responding actively and constructively to the conflicts of organizational life by: suspending judgment about personalities as well as about courses of action; differentiating between facts and opinions; graciously giving up an opinion if it is shown to be inadequate; integrating what one learns through discussions ...
The idea behind multi-stakeholder processes is that actors with different positions, mandates and backgrounds can go further working together than in isolation.
Since the late 1990s and the many global summits of that decade, multi-stakeholder processes (MSPs) have increasingly become an important strategy for addressing complex problems, and have been proposed to bridge the governance gap of international organisations, to manage humanitarian or disaster relief, or to make information accessible around the world.
In the context of conflict prevention and peacebuilding, the multi-stakeholder approach is often deemed necessary to ensure broad ownership and coherence of peacebuilding processes.
Research Article Analysis Sources· Bruschini M, Carli A, Burl.docxrgladys1
Research Article Analysis Sources:
· Bruschini M, Carli A, Burla F. Burnout and work-related stress in Italian rehabilitation professionals: A comparison of physiotherapists, speech therapists and occupational therapists. Work. 2018;59(1):121-129. doi:10.3233/WOR-172657.
· Williams PS, Mueller MK, Carroll HC, Cornwall MW, Denney LM, Kroneberger LM. Patterns of Academic Burnout, Emotional Distress, and Coping in Physical Therapy Students. International Journal of Health, Wellness & Society. 2018;8(3):31-46. doi:10.18848/2156-8960/CGP/v08i03/31-46.
· Arslan U. Mindfulness and Stress: A Quantitative Study of Therapist Trainees. Online Submission. 2016;48:345-354. http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED588799&site=ehost-live. Accessed May 21, 2019.
Managing Enterprise Risk with Viable Methods
ITS835 – Enterprise Risk Management
Ragesh Attaluri
University of the Cumberlands
Introduction
The Coalition for Environmentally Responsible Economics (Ceres) issued its report which desire
to target boards of directors of modern corporations with this report, encouraging boards to take
advantage of viability opportunities with relation to managing risks. The report contains twenty
key expectations related to governance, stakeholder engagement, disclosure and performance.
Through concerning on setting new standards and expectations for business leadership, Ceres
desire to guide companies on their journey to comprehensive viability.
The twenty expectations made by Ceres make an approach for embedding environmental and
social concerns into the corporate world. With regards to risk management, the most suitable
expectations are within the governance category of the roadmap. These expectations include: board
oversight, management accountability, executive compensation, corporate policies and
management systems, and public policy.
Background
Ceres proposes that boards of directors provide oversight and accountability for corporate viability
strategy and performance. Companies decide to build a board committee to assume responsibility
for this role. The designated committee should communicate regularly with senior executives to
drive the company’s viability agenda. In order to ensure this committee is effective, companies
should also be intentional about recruiting directors with diverse backgrounds in viability and
provide training for all directors on key viability issues.
Within each company, C-level executives should be held responsible for achieving viability goals.
For top organizations, the CEO should delegate one C-level executive to coordinate viability
efforts. In addition, a management committee chaired by the CEO or Chief Viability Officer (CSO)
can be effective in integrating viability into strategy, planning, and operations. These roles should
also be identified in corporate communications in order to encourage personal accounta.
1. Create a job description and specifications for your dream jo.docxSONU61709
1. Create a job description and specifications for your dream job.
For as long as 5 years, I have taken an unmistakable fascination in the obligations and capacities of an Emergency Management Professional. I might absolutely want to seek after a profession here; and my fantasy position some time or another is to work in the limit as Vice President of a real petroleum organization, state or nearby government responsible for crisis administration and readiness. The set of responsibilities for this position is Nitti gritty as takes after:
Job Title: Vice President for Emergency Preparedness Management
Duties:
The officeholder will serve as rule leader of the whole partnership's national and worldwide crisis readiness and administration. In charge of danger and security operation of the Corporation's Emergency Management Operation. Deal with the exertions of arrangement of emergency course of actions, perils, and different operations that jeopardize the lives and properties of workers and group that they are in. Reporting; principally to the Board of Directors and CEO of the organization. The obligation incorporates: Planning and guaranteeing sheltered and secured foundation, debacle and wellbeing advancement, arranging and organizing of all crisis administration exercises: Oversees improvement, support, and execution of crisis administration plans and methods as per national and universal norms. Keeps up commonality with the full scope of the organization's objectives, mission and its different projects and managerial operations sufficient to exhort and aid its territorial and universal supervisors on guaranteeing execution fundamental to the capacities of their working surroundings or area. Surveys and approves congruity plans for consistence with Federal Emergency Management Administration prerequisites, Coordinates with or serves as the central contact and designee of the Corporation speaking to its national and universal auxiliaries, speak to the organization to Emergency Management Center, FEMA, and other Government orgs on crisis administration exercises at the national and local level. Arrange Memoranda of Understanding as formal documentation of desires and commitments. Examines business forms and recognizes needs and conditions for potential effect on key capacities to give suggestions to interchange movement destinations, possibility methodology, group lists, basic frameworks, and other progression abilities. Survey issue tolerant abilities and recuperation time goals for data innovation and interchanges frameworks to focus relief, work-around, and speculation systems for hearty operations and calamity recuperation. Give authority to the national, global, and local coherence test, preparing, and activity program as per FEMA and EMC direction. Guarantee that occasional tests and activities to safeguard reasonability of congruity arrangements are consistently followed too all through the association. Create and implement that readiness ...
Community PolicingDefinedThe Primary Elements of ComJeniceStuckeyoo
Community Policing
Defined
The Primary Elements of Community Policing
Nonprof its / Service Providers
Using the Crime Triangle
1
Com
m
unity Policing Defined
Community policing is a philosophy that promotes organizational strategies that support
the systematic use of partnerships and problem-solving techniques to proactively address
the immediate conditions that give rise to public safety issues such as crime, social disorder,
and fear of crime.
Community policing
comprises three
key components:
Community Partnerships
Collaborative partnerships between the law enforcement agency and the
individuals and organizations they serve to develop solutions to problems and
increase trust in police
Organizational Transformation
The alignment of organizational management, structure, personnel, and
information systems to support community partnerships and proactive
problem solving
Problem Solving
The process of engaging in the proactive and
systematic examination of identified problems
to develop and evaluate
effective responses
2
Community
Partnerships
Collaborative partnerships between the law enforcement agency and the
individuals and organizations they serve to develop solutions to problems
and increase trust in police
Community policing, recognizing that police rarely can solve public
safety problems alone, encourages interactive partnerships with relevant
stakeholders. The range of potential partners is large, and these partnerships
can be used to accomplish the two interrelated goals of developing solutions
to problems through collaborative problem solving and improving public trust.
The public should play a role in prioritizing and addressing public
safety problems.
Other Government Agencies
Law enforcement organizations can partner with a number of other
government agencies to identify community concerns and offer alternative
solutions. Examples of agencies include legislative bodies, prosecutors,
probation and parole, public works departments, neighboring law enforcement
agencies, health and human services, child support services, ordinance
enforcement, and schools.
3
Com
m
unity Policing Defined
Community Members/Groups
Individuals who live, work, or otherwise have an interest in the community—
volunteers, activists, formal and informal community leaders, residents,
visitors and tourists, and commuters—are a valuable resource for identifying
community concerns. These factions of the community can be engaged in
achieving specific goals at town hall meetings, neighborhood association
meetings, decentralized offices/storefronts in the community, and team beat
assignments.
Nonprofits / Service Providers
Advocacy and community-based organizations that provide services to the
community and advocate on its behalf can be powerful partners. These groups
often work with or are composed of individuals who share common interests
and can include such entit ...
BUS475 v11Project Plan ExampleBUS475 v11Page 2 of 2PVannaSchrader3
BUS/475 v11
Project Plan Example
BUS/475 v11
Page 2 of 2
Project Plan Example
Project Title: Desert Taco Opportunity
Description: Based on initial feedback from customer surveys, online discussion/social media groups, and SWOT analyses, you’ve determined that there is an opportunity to increase your organization’s customer base through the introduction of desert tacos in your food truck menu.Project Objectives
Identify the top three potential customer groups for this opportunity and describe their characteristics and preferences.
Operational Step
Responsible Person
Timeline
Review the organization’s customer database to determine potential customer groups
Leo (Market Research Manager)
9/30 (1 week)
Identify the top 3 groups to target based on volume, brand loyalty, and location
Betty (Director of Marketing)
10/7 (2 weeks)
Survey customers regarding food preferences and potential menu items
Tom (Customer Service Representative)
10/21 (4 weeks)
Share customer feedback with inventory and operational teams
Betty/Tom
10/28 (5 weeks)
Determine the top 5 locations and times to complete a pilot study with your test market.
Operational Step
Responsible Person
Timeline
Review sales data to determine peak sales opportunities by location
Jim (Director of Sales)
9/30 (1 week)
Identify the top 5 locations in which to conduct the desert taco pilot
Jim
10/7 (2 weeks)
Create marketing collateral and social media communications to promote the desert taco pilot
Oliver (Media Relations Manager)
10/21 (4 weeks)
Provide expected volume and product information for the inventory team
Jim
10/7 (2 weeks)
Estimate the required inventory and supply chain needs necessary to support the desert taco pilot.
Operational Step
Responsible Person
Timeline
Based on expected customer volume, locations, and times, determine the product inventory required to support the pilot.
Louise (Controller)
10/14 (3 weeks)
Source supply companies and obtain product pricing quotes and delivery timelines.
Louise
10/21 (4 weeks)
Determine shipment and storage needs to support the pilot.
Louise and Ben (Operations Manager)
10/21 (4 weeks)
Purchase product for the pilot and arrange transportation to support the desert taco pilot at the various locations.
Louise
10/28 (5 weeks)
Copyright 2020 by University of Phoenix. All rights reserved.
Copyright 2020 by University of Phoenix. All rights reserved.
Chapter: 7 Managing Boundaries and Multiple Relationships
Introduction
The terms dual relationships and multiple relationships are used interchangeably in various professional codes of ethics, and the ACA (2014) uses the term nonprofes- sional relationships. In this chapter we use the broader term of multiple relationships to encompass both dual relationships and nonprofessional relationships.
The APA (2010) ethics code defines a multiple relationship as one in which a practitioner is in a professional role with a person in addition to another role with that same individual, or with another person ...
Become more politically intelligence in Stakeholder Management
During challenging times there’s pressure on the way we work together and the way that we handle change. Stakeholder management from both the change agent (e.g. a project manager, programme manager, portfolio manager, head of transformation/change, HR Director) and Business As Usual perspectives (i.e. the customers of change programmes) are equally important. Engagement with stakeholders needs alternative strategies to match your unique context. Make yourself less vulnerable to hierarchical power exercised by key players. Stakeholder management skills include analysis, planning, mapping and engagement.
The Sarbanes Oxley ActDiscuss and debate the following· The.docxoreo10
The Sarbanes Oxley Act
Discuss and debate the following:
· The history and reason for passage of the Sarbanes-Oxley Act (SOX).
· An evaluation and defense (or critique) of the efficacy of SOX.
· How SOX has impacted:
· Public companies
· Managers and officers of public companies
· Auditors of public companies
· Tax practitioners
· Nonprofit and privately owned companies
Submit a 350- to 700-word summary of your discussion.
Case Study Analysis
Case studies are real world examples of emergency management in action. Case studies are valuable to ensuring our understanding of the topics and four major functions of emergency management. They are utilized to acquire lessons learned and identify and implement best practices.
Each student will research and produce a written case study analysis.
Students have a large number of natural and man-made disasters from which to select a case study. The case study cannot come from the Haddow and Bullock textbook. Please obtain the approval of the instructor for your proposed case study.
Approach this assignment this way: If you were providing a written analysis for a group of elected officials or the senior staff of an emergency management agency, what would you want them to learn and retain about this case? Think of this case study presentation as an “after action report” on the emergency management function for this event.
Key elements of your written analysis should include:
· Summary description of the event (history/background, key facts)
· Notes the significance of this event in emergency management
· Identify best practices/lessons learned from the event (there will be a list of several for each event).What can we learn from this event? You can bullet point this! The key is to successfully identify and articulate all of the lessons learned from your specific case study. How did our emergency management system perform? What were our strengths and our limitations/deficiencies? Do we need to change plans, policies, procedures, personnel, technology, resources, training, etc. for future events? Can we identify and successfully remedy performance gaps within our system?
The written case study analysis should be no more than 2 pages of content (not counting the cover and reference pages - double or single spaced is fine). A cover page, reference page, and use of internal citations are required. APA style governs.
Students can bullet point the list of lessons learned and best practices obtained from this case study. Only one source is required for this assignment but more than one source is allowed. Students are required to clearly identify all sources of research associated with their case study via the reference page. This assignment is worth 25% of your final grade.
The instructor can suggest sources for research on specific issues in emergency management and students should avail themselves of the web-based resources identified within this syllabus. Likely ...
CHAPTER 3BUILDING AN EFFECTIVE EMERGENCY MANAGEMENT ORGANIZATION.docxspoonerneddy
CHAPTER 3
BUILDING AN EFFECTIVE
EMERGENCY MANAGEMENT ORGANIZATION
This chapter describes the activities needed to build effective emergency management organizations, beginning with the fundamentals of running a local emergency management agency. The most important concept in this chapter is the development of a local emergency management committee (LEMC) that establishes horizontal linkages among a local jurisdiction’s government agencies, NGOs, and private sector organizations relevant to emergency management. In addition, an LEMC can provide vertical linkages downward to households and businesses and upward to state and federal agencies.
Introduction
To build an effective emergency management organization, it is necessary to understand the relationships among some of the stakeholders that are involved. As noted in Figure 2-1, local government has downward vertical linkages with households and businesses, upward vertical linkages with state and federal agencies, and horizontal linkages with social and economic influentials and hazards practitioners. However, it also is important to understand the horizontal and vertical linkages within local government. Specifically, local emergency management agencies (LEMAs) typically have horizontal linkages with personnel in police, fire, emergency medical services, public works, and emergency management/homeland security departments. At the municipal level, all of these departments report to (i.e., have a vertical linkage with) their jurisdiction’s chief administrative officer (CAO), such as a mayor or city manager, who has direct supervisory authority over them. The CAO is responsible for ensuring these departments perform their assigned duties within the requirements of the law and accomplish these functions within the time and funds allocated to them. Accordingly, the CAO has the authority to hire, fire, allocate funds, and evaluate performance—a relationship represented in Figure 3-1 as a solid line. However, the CAO typically is not an expert in public safety, emergency medicine, or emergency management and, therefore, cannot provide these departments with guidance on how to perform their missions most effectively. Thus, city and county agencies frequently have vertical linkages with corresponding agencies at the state (and sometimes federal) level that provide technical, and sometimes financial, assistance. Because agencies at higher (state and federal) levels of government lack the legal authority to compel performance by the corresponding agencies at lower (county and city) levels, their relationship is sometimes represented as a “dotted line” relationship in organizational charts (see Figure 3-1). In turn, the agencies at the state level report to the governor in a line relationship just as the agencies at the local level report to their jurisdictions’ CAOs.
The relationships among agencies at the county level are somewhat more complex for jurisdictions in which agency heads are directly e.
These are 19 questions for my international politics class. I need t.docxalisoncarleen
These are 19 questions for my international politics class. I need the answers in less than 24h. I'm not paying more than $25. It has to be fully answered! Please, if you don't know politics don't even bother. Please, don't waste my time.
Thanks.
Here you go:
Fully answer each question with the question number on the attached, rule sheets. Please keep all pages together.
ALL QUESTIONS, INCLUDING “OPINION QUESTIONS” REQUIRE CONCLUSIONS BASED UPON FULLY ARTICULATED AND REASONED PREMISES, NOT JUST A SUMMARY OPINION ANSWER,
1. lf a terrorist group sets off a nuclear bomb in one American city which city do you think they will choose and why? Discuss fully.
2. Nuclear Terrorism
a. Is it in the interests of a foreign government to harbor/sanction a terrorist group in its territory that it KNOWS to be planning to detonate a nuclear bomb in one or more American cities? Yes or no and why?
b. Discuss any immediate and long term consequences of such a government’s decision to harbor such a terrorist group?
3. Discuss problems of international scope that can be or have been created by the current three non—signatories to the Nuclear Non Proliferation Treaty Of 1969, namely, India, Pakistan and Israel. Note: also address North Korea, which though it has signed the NPT is not in current compliance. Iran has signed the NPT though there are issues with the West.
4. Thanks to hydraulic fracturing, or
fracking
, the United States is now the world’s number one producer of natural gas though not of oil. Yet, the worldwide price of oil is always valued in US. dollars. Why is this so? What international consequences or for individual countries might exist if oil were NOT so pegged in US. dollars?
5. Twenty-one leaders of the Nazi regime were tried at Nuremburg immediately after World War II. They were tried under four counts agreed by the victorious allies: war crimes not justified by military necessity, crimes against humanity, crimes against peace and waging aggressive war. Eleven defendants were hanged; three were acquitted and seven were given prison sentences. All imprisoned defendants were released early, except Albert Speer and Rudolf Hess who had been imprisoned in England after 1940. Except for War Crimes trials held at The Hague after the Bosnian War of 1993, no war crimes trials have been held, no perpetrators of Nuremburg offenses have been tried, punished or even sought out by the NATO allies or otherwise by the international community. With all of the destructive and genocidal wars that have occurred since WWII and the villains who have perpetrated Nuremburg crimes, why have not more war crimes trials occurred? Are the Nuremburg offenses of any enduring value? Is there such a thing as meaningful international law in the Nuremburg trials?
6. The Ukraine situation
a. Who or which side in the conflict do you think started the conflict and why?
b. Leaving aside who or which side is responsible for starting the conflict, do you think the Weste.
These are discussion questions (4). Need short response to each o.docxalisoncarleen
These are discussion questions (4). Need short response to each of questions.
Total page: 1
"Security Support Responsibilities" Please respond to the following:
1) Imagine you are the CIO of an organization. Construct an outline of four ongoing responsibilities that the digital forensics personnel must complete each week. Provide a possible scenario for how each responsibility may be performed to fulfill the forensics’ needs of an organization.
2) Compare the responsibilities you listed above with those of an IT security professional.
Give your opinion on how responsibilities of digital forensics personnel and IT security professional are similar and in which ways are they different.
"Functional Security Support Roles" Please respond to the following:
3) Identify three steps required for implementing a physical and environmental security program. Select one step that would be the most challenging to perform and one step that you believe is the most important for providing protection against information assets of an organization. Explain why you chose each step.
4) Suggest three security support competencies of a privacy professional that support the security strategy of an organization. Justify your suggestions.
.
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TO Political Science StudentsFROM Professor Wallace.docxgertrudebellgrove
TO: Political Science Students
FROM: Professor Wallace
RE: Finances and Budget
DATE: 2020
ISSUE
The issue is Finances. Money in the Federal, State and Local budgets,
where does it come from? Who decides how it is spent? What is it
spent on? In order to understand, research the following; Federal
Reserve, free market, state and national debt, tariffs and government
spending. How do decisions made by the government effect our
budget? Use articles from two different ideological perspectives as
proof of the effects on society.
Framework for Case Analysis (Adapted from the original document published by the UMass College of Management)
Part I – Analyzing a Case
What is this document?
You will be asked throughout your Graduate experience to analyze cases. Because there are many ways to approach cases, the CM faculty has agreed upon a framework for case analysis that you will be asked to learn in MGT 650. This framework will help you throughout your Graduate experience in thinking about cases as well as in preparing written reports.
UC Note: The SL and DEL curricula are not “case-based.” This document is intended to illustrate and explain my two-step case study assignment. My notes appear in bold blue font throughout.
What is a case?
A case is a story---usually a true story, but not always---that illustrates business and management theories and concepts you are studying in a course and/or presents a problem or series of problems for you to solve. A case usually ends with a dilemma or critical issue faced by a particular character or organization depicted in the case. Sometimes a case will be accompanied by a set of questions, usually theory-based, that your instructor expects you to answer. Some questions will be devoted to figuring out the problems imbedded in the case and the causes of those problems; others will ask you to determine a course of action to take in the future. These questions will be provided between steps one and two. More complex cases usually contain a variety of types of information, e.g. industry and economic data, financial reports, policies and procedures, market share and pricing data, descriptions of personnel and other resources, job descriptions, individual perceptions, and dialogue. Due to their complex nature, these cases demand your careful, sustained attention; indeed, each case contains subtleties that are likely to be discerned only by several re-readings and discussions with other students.
Why do professors ask students in the Graduate Programs to analyze cases?
Through the process of analyzing cases, professors believe that Graduate students can learn the value of: [1] responding actively and constructively to the conflicts of organizational life by: suspending judgment about personalities as well as about courses of action; differentiating between facts and opinions; graciously giving up an opinion if it is shown to be inadequate; integrating what one learns through discussions ...
The Federal Response to Hurricane Katrina Lessons Learned (Febru.docxtodd771
The
Federal Response to Hurricane Katrina Lessons Learned
(February, 2006) recommended that the Department of Homeland Security (DHS) establish a National Exercise and Evaluation Program (NEEP). By extension, the NEEP designated the Homeland Security Exercise and Evaluation Program (HSEEP) as a way to standardize exercise planning and execution across governmental levels and sectors. Not all nongovernmental organizations use HSEEP in full or even partially. However, communities, states, and various federal agencies are expected to adopt and employ its tenets. Certainly, it provides the standard that is employed in the National Exercise Program (NEP). The HSEEP provides a standardized methodology for planners to use in designing, developing, conducting, evaluating, and improving exercises and training.
The HSEEP also serves as an extensive resource, replete with useful tools, templates, and examples for building exercises and determining training needs, creating training events, and assessing the merits of all related activities. As you know or are learning, training and exercises are ideally integrated, not merely linked. What is the difference between these concepts of
linked
and
integrated
? Exercises that are linked to training may (or may not) draw directly or indirectly from training drills and events. Exercises that integrate training are considerably more dynamic, with training occurring as the exercise unfolds. This latter technique better develops critical thinking, problem-solving, leadership, and decision-making abilities as well.
The following illustration should clarify this benefit:
Soldiers and law enforcement personnel routinely attend weapons ranges to practice and qualify on their assigned weapons. This training helps them to maintain proficiency or improve in their individual skills. Consider an exercise that links this specific training to other training. The soldiers are completing a special obstacle course in which they run, climb rope ladders, swing over water obstacles, etc. Sometime during the course, they shoot at targets and then dismantle weapons under timed conditions and must achieve a certain score on their target hits. There is linkage to firing weapons accurately to the overall stress-inducing obstacle course.
Integrating the weapons training might look like the following: Soldiers, equipped with laser-emitting weapons, and wearing special sensors on their helmets and vests, commence to move in tactical formations proceeding through wooded (or desert, jungle, etc.) environments. Another group of soldiers, also equipped with special weapons and sensors, plays the opposing force. The two groups engage in realistic combat operations requiring accurate weapons fire, plus evasive movement, simulated first aid, evacuation of casualties, and other assorted requirements. In this case, firing a weapon potentially has an offensive and defensive role, yet is one part of a whole scenario. (You might substitute law en.
A theme throughout this course has been that human and social servic.docxmakdul
A theme throughout this course has been that human and social services professionals constantly apply theories and processes to address issues and challenges. As a social change agent, leader, and advocate, you should be able to apply relevant theories and processes to implement and support change on a local and global scale. As always, codes of ethics should provide guidance as you attempt to bring about change. As the final step in the development of your strategic plan, you will develop an action plan for each year of the strategic plan. For example, your plan might start off with strategic goals at the local level with plans to take these goals national or international in following years of the strategic plan.
To prepare:
Review the feedback from your Instructor regarding the components of your strategic plan in Weeks 3, 4, and 6–8.
You should make any changes based on the feedback you received. You will include these elements as a whole this week for your final strategic plan.
Finally this week, consider what actions you will take each year of the strategic plan.
By Day 7
The Assignment (15–22 pages):
Guidelines for each section of the Assignment are provided below.
Part I. The Fundamentals (3–4 pages):
The fundamentals of a strategic plan include identifying the core values, mission, and vision, which represent the organizational identification (ID). The Assignment requires you to develop the organizational ID for the agency, organization, or community for which you will develop a strategic plan.
Identify and describe the core values of the agency.
Discuss the degree to which those core values are aligned with advocacy, leadership, or social change.
Explain how those core values contribute to the well-being of individuals, groups, societies, or international communities.
Identify and describe the mission of the agency, organization, or community.
Evaluate whether the mission statement is aligned with the core values of the agency, organization, etc.
Describe whether the mission statement promotes advocacy, leadership, or social change.
Discuss whether the mission statement provides evidence of how the agency/organization contributes to the well-being of individuals, groups, societies, or international communities.
Identify and describe the vision of the agency.
Evaluate whether the vision is aligned with the core values of the agency, organization, etc.
Describe whether the vision promotes advocacy, leadership, or social change.
Discuss whether the vision provides evidence of how the agency/organization contributes to the well-being of individuals, groups, societies, or international communities.
Identify and describe key stakeholders involved with the agency.
Discuss whether each stakeholder is internal or external to the agency/organization.
Describe the role each stakeholder has in the organization (i.e. leadership, management, staff, recipient of services, etc.).
Discuss how ea.
Assignment 2 LASA Ethical Decision Making Case Study PaperMan.docxrock73
Assignment 2: LASA: Ethical Decision Making: Case Study Paper
Many counselors are competent in their knowledge and understanding of ethical standards and relevant laws. However, real-world situations often do not lend themselves to straightforward solutions. Therefore, counselors must rely on ethical decision-making models to clearly explore ethical dilemmas and to identify appropriate courses of action for different dilemmas. This assignment will help you not only apply an ethical decision-making model but also clearly identify a conceptual model for risk management that can be used throughout one's clinical practice.
Directions:
For this assignment, you will review the following case study and incorporate the materials learned throughout the course to answer the set of requirements that follow in a paper approximately between 8-10 pages.
Case Study:
Zander is doing his master's in clinical mental health counseling and has become friends with Tasha, one of his peers in the program. Tasha has shared that she had a substance abuse problem in the past but did not attend an addiction counseling program; rather, she chose to self-monitor and attend AA meetings as needed. Tasha also confided that she has been involved in a sexual relationship for several weeks with Dr. Supervisor, a new supervisor at the agency where they are both interning. Dr. Supervisor has just recently started to provide on-site internship supervision to Zander and Tasha as well as two other students at the internship site.
Tasha reveals she began spending time with Dr. Supervisor 3 months ago, when he asked for her assistance in setting up a personal Facebook page, so he could better communicate with clients he sees at the site. Being well-versed in social media, Tasha helped him set one up and taught him how to use it. Over the next few weeks, they spent more time together, initially working on Dr. Supervisor's Facebook profile and trying to "friend" old clients he used to work with at another agency. Tasha was thrilled they had convinced at least five clients to leave Dr. Supervisor's old agency.
Dr. Supervisor and Tasha began to eventually go out to dinner. After 2 months, their interactions evolved into a sexual relationship. Tasha tells Zander that she's not concerned about any conflict of interest and that she and Dr. Supervisor will likely get engaged once she graduates from the program at the end of the year. Zander is becoming increasingly concerned, however, as he has seen Tasha and Dr. Supervisor meeting at an off-campus bar multiple times in recent weeks, and Tasha has begun to miss classes and other regularly scheduled meetings with clients. Zander reports a significant increase in his caseload because Tasha is missing meetings with clients.
Tasks:
In approximately 8–10 pages:
A. Identify Ethical Dilemma or Issues.
1. Identify the relevant ethical dilemma and issues in the case study.
B. Summarize Your Ethical Model.
2. Outline the proposed action(s) you would t ...
theme throughout this course has been that human and social services.docxsharondabriggs
theme throughout this course has been that human and social services professionals constantly apply theories and processes to address issues and challenges. As a social change agent, leader, and advocate, you should be able to apply relevant theories and processes to implement and support change on a local and global scale. As always, codes of ethics should provide guidance as you attempt to bring about change. As the final step in the development of your strategic plan, you will develop an action plan for each year of the strategic plan. For example, your plan might start off with strategic goals at the local level with plans to take these goals national or international in following years of the strategic plan.
To prepare:
Review the feedback from your Instructor regarding the components of your strategic plan in Weeks 3, 4, and 6–8.
You should make any changes based on the feedback you received. You will include these elements as a whole this week for your final strategic plan.
Finally this week, consider what actions you will take each year of the strategic plan.
The Assignment (15–22 pages):
Guidelines for each section of the Assignment are provided below.
Part I. The Fundamentals (3–4 pages):
The fundamentals of a strategic plan include identifying the core values, mission, and vision, which represent the organizational identification (ID). The Assignment requires you to develop the organizational ID for the agency, organization, or community for which you will develop a strategic plan.
Identify and describe the core values of the agency.
Discuss the degree to which those core values are aligned with advocacy, leadership, or social change.
Explain how those core values contribute to the well-being of individuals, groups, societies, or international communities.
Identify and describe the mission of the agency, organization, or community.
Evaluate whether the mission statement is aligned with the core values of the agency, organization, etc.
Describe whether the mission statement promotes advocacy, leadership, or social change.
Discuss whether the mission statement provides evidence of how the agency/organization contributes to the well-being of individuals, groups, societies, or international communities.
Identify and describe the vision of the agency.
Evaluate whether the vision is aligned with the core values of the agency, organization, etc.
Describe whether the vision promotes advocacy, leadership, or social change.
Discuss whether the vision provides evidence of how the agency/organization contributes to the well-being of individuals, groups, societies, or international communities.
Identify and describe key stakeholders involved with the agency.
Discuss whether each stakeholder is internal or external to the agency/organization.
Describe the role each stakeholder has in the organization (i.e. leadership, management, staff, recipient of services, etc.).
Discuss how each stakehold.
Sections and Components of Strategic PlansThe SSP template here .docxkenjordan97598
Sections and Components of Strategic Plans
The SSP template here lists a number of essential elements to include, but this list is not finite. Depending upon the entity to be secured, this list could expand greatly.
Name of the plan; title page
Table of Contents
o
1. 0 Purpose, Scope, and Terms
1.1 Purpose:
Describe the purpose of this specific plan. Remember, an organization may have multiple plans guiding operations, allocations, various activities, and more. Mention for whom it is written, provide a brief summary of what is covered, and state what the plan is intended to accomplish.
1.2 Scope:
Describe the scope and parameters of the organization to be covered by this plan; for example, a school, a complete school district, or an entire state’s school system.
1.3 Terms:
List and describe terms (to include acronyms) that are unique to the organization, this plan, or any of its elements.
For example, a school district might use terms like lockdown and shelter-in-place. The differences in these terms may be familiar to educators but not necessarily to first responders who should be familiar with emergency procedures or the district.
o
2.0 Contexts or Environment
2.1 Identify threats:
List separately, or bundle as appropriate, threats or types of threats that affect the organization, the community within which it is located, and the geographic region where it operates.
Natural disasters, for example, might be listed as a bundled threat, but specific types of these disasters should be detailed below this.
Example (School District):
2.11 Criminal Threats
2.111 Student-led violence. This threat is derived from student(s) who attend the specific school that is victimized.
They have special knowledge of the facility, procedures, people in attendance, and so forth, which gives them some advantage in planning and executing their criminal acts.
2.112 Intruders.
This threat is derived from persons unaffiliated or unknown to the school.
Other threats for the school district might include—whether bundled or separate—pandemic influenza, food-borne or waterborne illnesses, or facility degradation (such as the loss of heat or power, identification of deadly mold, Or structural deficiencies).
2.2 Assess vulnerabilities: This section should expressly consider and detail the organization’s vulnerabilities.
2.3 Assess special capabilities: This plan will detail specific actions to be taken in the event of a given threat scenario or crisis, but an organization’s specialized capabilities can be listed here. Include what conditions, factors, or resources are needed to maintain or enhance each special capability.
For cues on what an organization or community might consider, refer to the following link: Target Capabilities List
.
Example (School District):
Schools A and Bin the district are designated to potentially serve as displaced persons or emergency shelters during certain community crises.
The most likely need will arise during winter storms wh.
The Federal Response to Hurricane Katrina Lessons Learned (Febru.docxterirasco
The
Federal Response to Hurricane Katrina Lessons Learned
(February, 2006) recommended that the Department of Homeland Security (DHS) establish a National Exercise and Evaluation Program (NEEP). By extension, the NEEP designated the Homeland Security Exercise and Evaluation Program (HSEEP) as a way to standardize exercise planning and execution across governmental levels and sectors. Not all nongovernmental organizations use HSEEP in full or even partially. However, communities, states, and various federal agencies are expected to adopt and employ its tenets. Certainly, it provides the standard that is employed in the National Exercise Program (NEP). The HSEEP provides a standardized methodology for planners to use in designing, developing, conducting, evaluating, and improving exercises and training.
The HSEEP also serves as an extensive resource, replete with useful tools, templates, and examples for building exercises and determining training needs, creating training events, and assessing the merits of all related activities. As you know or are learning, training and exercises are ideally integrated, not merely linked. What is the difference between these concepts of
linked
and
integrated
? Exercises that are linked to training may (or may not) draw directly or indirectly from training drills and events. Exercises that integrate training are considerably more dynamic, with training occurring as the exercise unfolds. This latter technique better develops critical thinking, problem-solving, leadership, and decision-making abilities as well.
The following illustration should clarify this benefit:
Soldiers and law enforcement personnel routinely attend weapons ranges to practice and qualify on their assigned weapons. This training helps them to maintain proficiency or improve in their individual skills. Consider an exercise that links this specific training to other training. The soldiers are completing a special obstacle course in which they run, climb rope ladders, swing over water obstacles, etc. Sometime during the course, they shoot at targets and then dismantle weapons under timed conditions and must achieve a certain score on their target hits. There is linkage to firing weapons accurately to the overall stress-inducing obstacle course.
Integrating the weapons training might look like the following: Soldiers, equipped with laser-emitting weapons, and wearing special sensors on their helmets and vests, commence to move in tactical formations proceeding through wooded (or desert, jungle, etc.) environments. Another group of soldiers, also equipped with special weapons and sensors, plays the opposing force. The two groups engage in realistic combat operations requiring accurate weapons fire, plus evasive movement, simulated first aid, evacuation of casualties, and other assorted requirements. In this case, firing a weapon potentially has an offensive and defensive role, yet is one part of a whole scenario. (You might substitute law en.
SOC-480 Program Evaluation Essay Checklist It is es.docxwhitneyleman54422
SOC-480: Program Evaluation Essay Checklist
It is essential for social workers to be able to evaluate an existing program within a community in order to develop a proposal for an effective project/program that fills the needs of a community. Remember, you are looking for a gap in services provided and a project/program solution as to how your proposal will fill that gap.
This assignment will help you learn this skill.
Read chapter eleven in the textbook and use Step 2 of the SAMHSA Strategic Prevention Framework to guide you in evaluating the agency or program you select.
Select a local agency/program that addresses your selected social issue. View the agency/program’s website and call or visit the agency/program and use the checklist below to interview the manager:
Name of agency/program you contacted: Catholic charities/ Immigrants in Houston, the Nation's Most Diverse Metropolitan Area
What is the mission statement/vision the program/agency?
Our Mission is to provide service to those in need, to advocate compassion and justice in the structures of society, and to call all people of goodwill to do the same.
What theory (theories) is the program based on?
Describe the target population of the program.
This program focuses on poverty and legal right for immigrants. They also work with Deferred Action for Childhood Arrivals (DACA) is a benefit that came to be as an executive order from the president on June 2012. It provides protection against deportation and employment authorization to eligible people that were brought into the country as minors before June 15, 2007.
What are the stated goals and objectives of the program? How does the agency/program measure the current program outcomes according to the program’s existing evaluation practices?
What are the data collection procedures? (Surveys, questionnaires, etc.) Explain if these procedures have been effective or not.
American Community Survey (ACS), the authors tabulate numbers of immigrants potentially in need of community-based immigration assistance. The report finds that an estimated 350,000 legal permanent residents, most of them from Mexico and Central America, are eligible for naturalization but have not yet applied. In addition, nearly half of the metro area's 400,000 unauthorized immigrants are potentially eligible for either DACA or the Deferred Action for Parents of Americans and Lawful Permanent Residents (DAPA) program.
What are the data analysis strategies that they use? Explain if these strategies have been effective or not.
Who are the community stakeholders involved in the program? Attorneys, Case managers, Counselors, and the community as a whole.
List some of the resources available to which clients (the target population) are referred:
Nine Ways to Protect Yourself
Enforcement Actions on Sensitive Locations
DACA (Deferred Action for Childhood Arrivals)
Basic needs and Disaster relief
Sanctuary Jurisdictions (including SB4)
Detention in Houston
Non-prof.
TO Political Science StudentsFROM Professor Wallacesachazerbelq9l
TO: Political Science Students
FROM: Professor Wallace
RE: Finances and Budget
DATE: 2020
ISSUE
The issue is Finances. Money in the Federal, State and Local budgets,
where does it come from? Who decides how it is spent? What is it
spent on? In order to understand, research the following; Federal
Reserve, free market, state and national debt, tariffs and government
spending. How do decisions made by the government effect our
budget? Use articles from two different ideological perspectives as
proof of the effects on society.
Framework for Case Analysis (Adapted from the original document published by the UMass College of Management)
Part I – Analyzing a Case
What is this document?
You will be asked throughout your Graduate experience to analyze cases. Because there are many ways to approach cases, the CM faculty has agreed upon a framework for case analysis that you will be asked to learn in MGT 650. This framework will help you throughout your Graduate experience in thinking about cases as well as in preparing written reports.
UC Note: The SL and DEL curricula are not “case-based.” This document is intended to illustrate and explain my two-step case study assignment. My notes appear in bold blue font throughout.
What is a case?
A case is a story---usually a true story, but not always---that illustrates business and management theories and concepts you are studying in a course and/or presents a problem or series of problems for you to solve. A case usually ends with a dilemma or critical issue faced by a particular character or organization depicted in the case. Sometimes a case will be accompanied by a set of questions, usually theory-based, that your instructor expects you to answer. Some questions will be devoted to figuring out the problems imbedded in the case and the causes of those problems; others will ask you to determine a course of action to take in the future. These questions will be provided between steps one and two. More complex cases usually contain a variety of types of information, e.g. industry and economic data, financial reports, policies and procedures, market share and pricing data, descriptions of personnel and other resources, job descriptions, individual perceptions, and dialogue. Due to their complex nature, these cases demand your careful, sustained attention; indeed, each case contains subtleties that are likely to be discerned only by several re-readings and discussions with other students.
Why do professors ask students in the Graduate Programs to analyze cases?
Through the process of analyzing cases, professors believe that Graduate students can learn the value of: [1] responding actively and constructively to the conflicts of organizational life by: suspending judgment about personalities as well as about courses of action; differentiating between facts and opinions; graciously giving up an opinion if it is shown to be inadequate; integrating what one learns through discussions ...
The idea behind multi-stakeholder processes is that actors with different positions, mandates and backgrounds can go further working together than in isolation.
Since the late 1990s and the many global summits of that decade, multi-stakeholder processes (MSPs) have increasingly become an important strategy for addressing complex problems, and have been proposed to bridge the governance gap of international organisations, to manage humanitarian or disaster relief, or to make information accessible around the world.
In the context of conflict prevention and peacebuilding, the multi-stakeholder approach is often deemed necessary to ensure broad ownership and coherence of peacebuilding processes.
Research Article Analysis Sources· Bruschini M, Carli A, Burl.docxrgladys1
Research Article Analysis Sources:
· Bruschini M, Carli A, Burla F. Burnout and work-related stress in Italian rehabilitation professionals: A comparison of physiotherapists, speech therapists and occupational therapists. Work. 2018;59(1):121-129. doi:10.3233/WOR-172657.
· Williams PS, Mueller MK, Carroll HC, Cornwall MW, Denney LM, Kroneberger LM. Patterns of Academic Burnout, Emotional Distress, and Coping in Physical Therapy Students. International Journal of Health, Wellness & Society. 2018;8(3):31-46. doi:10.18848/2156-8960/CGP/v08i03/31-46.
· Arslan U. Mindfulness and Stress: A Quantitative Study of Therapist Trainees. Online Submission. 2016;48:345-354. http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED588799&site=ehost-live. Accessed May 21, 2019.
Managing Enterprise Risk with Viable Methods
ITS835 – Enterprise Risk Management
Ragesh Attaluri
University of the Cumberlands
Introduction
The Coalition for Environmentally Responsible Economics (Ceres) issued its report which desire
to target boards of directors of modern corporations with this report, encouraging boards to take
advantage of viability opportunities with relation to managing risks. The report contains twenty
key expectations related to governance, stakeholder engagement, disclosure and performance.
Through concerning on setting new standards and expectations for business leadership, Ceres
desire to guide companies on their journey to comprehensive viability.
The twenty expectations made by Ceres make an approach for embedding environmental and
social concerns into the corporate world. With regards to risk management, the most suitable
expectations are within the governance category of the roadmap. These expectations include: board
oversight, management accountability, executive compensation, corporate policies and
management systems, and public policy.
Background
Ceres proposes that boards of directors provide oversight and accountability for corporate viability
strategy and performance. Companies decide to build a board committee to assume responsibility
for this role. The designated committee should communicate regularly with senior executives to
drive the company’s viability agenda. In order to ensure this committee is effective, companies
should also be intentional about recruiting directors with diverse backgrounds in viability and
provide training for all directors on key viability issues.
Within each company, C-level executives should be held responsible for achieving viability goals.
For top organizations, the CEO should delegate one C-level executive to coordinate viability
efforts. In addition, a management committee chaired by the CEO or Chief Viability Officer (CSO)
can be effective in integrating viability into strategy, planning, and operations. These roles should
also be identified in corporate communications in order to encourage personal accounta.
1. Create a job description and specifications for your dream jo.docxSONU61709
1. Create a job description and specifications for your dream job.
For as long as 5 years, I have taken an unmistakable fascination in the obligations and capacities of an Emergency Management Professional. I might absolutely want to seek after a profession here; and my fantasy position some time or another is to work in the limit as Vice President of a real petroleum organization, state or nearby government responsible for crisis administration and readiness. The set of responsibilities for this position is Nitti gritty as takes after:
Job Title: Vice President for Emergency Preparedness Management
Duties:
The officeholder will serve as rule leader of the whole partnership's national and worldwide crisis readiness and administration. In charge of danger and security operation of the Corporation's Emergency Management Operation. Deal with the exertions of arrangement of emergency course of actions, perils, and different operations that jeopardize the lives and properties of workers and group that they are in. Reporting; principally to the Board of Directors and CEO of the organization. The obligation incorporates: Planning and guaranteeing sheltered and secured foundation, debacle and wellbeing advancement, arranging and organizing of all crisis administration exercises: Oversees improvement, support, and execution of crisis administration plans and methods as per national and universal norms. Keeps up commonality with the full scope of the organization's objectives, mission and its different projects and managerial operations sufficient to exhort and aid its territorial and universal supervisors on guaranteeing execution fundamental to the capacities of their working surroundings or area. Surveys and approves congruity plans for consistence with Federal Emergency Management Administration prerequisites, Coordinates with or serves as the central contact and designee of the Corporation speaking to its national and universal auxiliaries, speak to the organization to Emergency Management Center, FEMA, and other Government orgs on crisis administration exercises at the national and local level. Arrange Memoranda of Understanding as formal documentation of desires and commitments. Examines business forms and recognizes needs and conditions for potential effect on key capacities to give suggestions to interchange movement destinations, possibility methodology, group lists, basic frameworks, and other progression abilities. Survey issue tolerant abilities and recuperation time goals for data innovation and interchanges frameworks to focus relief, work-around, and speculation systems for hearty operations and calamity recuperation. Give authority to the national, global, and local coherence test, preparing, and activity program as per FEMA and EMC direction. Guarantee that occasional tests and activities to safeguard reasonability of congruity arrangements are consistently followed too all through the association. Create and implement that readiness ...
Community PolicingDefinedThe Primary Elements of ComJeniceStuckeyoo
Community Policing
Defined
The Primary Elements of Community Policing
Nonprof its / Service Providers
Using the Crime Triangle
1
Com
m
unity Policing Defined
Community policing is a philosophy that promotes organizational strategies that support
the systematic use of partnerships and problem-solving techniques to proactively address
the immediate conditions that give rise to public safety issues such as crime, social disorder,
and fear of crime.
Community policing
comprises three
key components:
Community Partnerships
Collaborative partnerships between the law enforcement agency and the
individuals and organizations they serve to develop solutions to problems and
increase trust in police
Organizational Transformation
The alignment of organizational management, structure, personnel, and
information systems to support community partnerships and proactive
problem solving
Problem Solving
The process of engaging in the proactive and
systematic examination of identified problems
to develop and evaluate
effective responses
2
Community
Partnerships
Collaborative partnerships between the law enforcement agency and the
individuals and organizations they serve to develop solutions to problems
and increase trust in police
Community policing, recognizing that police rarely can solve public
safety problems alone, encourages interactive partnerships with relevant
stakeholders. The range of potential partners is large, and these partnerships
can be used to accomplish the two interrelated goals of developing solutions
to problems through collaborative problem solving and improving public trust.
The public should play a role in prioritizing and addressing public
safety problems.
Other Government Agencies
Law enforcement organizations can partner with a number of other
government agencies to identify community concerns and offer alternative
solutions. Examples of agencies include legislative bodies, prosecutors,
probation and parole, public works departments, neighboring law enforcement
agencies, health and human services, child support services, ordinance
enforcement, and schools.
3
Com
m
unity Policing Defined
Community Members/Groups
Individuals who live, work, or otherwise have an interest in the community—
volunteers, activists, formal and informal community leaders, residents,
visitors and tourists, and commuters—are a valuable resource for identifying
community concerns. These factions of the community can be engaged in
achieving specific goals at town hall meetings, neighborhood association
meetings, decentralized offices/storefronts in the community, and team beat
assignments.
Nonprofits / Service Providers
Advocacy and community-based organizations that provide services to the
community and advocate on its behalf can be powerful partners. These groups
often work with or are composed of individuals who share common interests
and can include such entit ...
BUS475 v11Project Plan ExampleBUS475 v11Page 2 of 2PVannaSchrader3
BUS/475 v11
Project Plan Example
BUS/475 v11
Page 2 of 2
Project Plan Example
Project Title: Desert Taco Opportunity
Description: Based on initial feedback from customer surveys, online discussion/social media groups, and SWOT analyses, you’ve determined that there is an opportunity to increase your organization’s customer base through the introduction of desert tacos in your food truck menu.Project Objectives
Identify the top three potential customer groups for this opportunity and describe their characteristics and preferences.
Operational Step
Responsible Person
Timeline
Review the organization’s customer database to determine potential customer groups
Leo (Market Research Manager)
9/30 (1 week)
Identify the top 3 groups to target based on volume, brand loyalty, and location
Betty (Director of Marketing)
10/7 (2 weeks)
Survey customers regarding food preferences and potential menu items
Tom (Customer Service Representative)
10/21 (4 weeks)
Share customer feedback with inventory and operational teams
Betty/Tom
10/28 (5 weeks)
Determine the top 5 locations and times to complete a pilot study with your test market.
Operational Step
Responsible Person
Timeline
Review sales data to determine peak sales opportunities by location
Jim (Director of Sales)
9/30 (1 week)
Identify the top 5 locations in which to conduct the desert taco pilot
Jim
10/7 (2 weeks)
Create marketing collateral and social media communications to promote the desert taco pilot
Oliver (Media Relations Manager)
10/21 (4 weeks)
Provide expected volume and product information for the inventory team
Jim
10/7 (2 weeks)
Estimate the required inventory and supply chain needs necessary to support the desert taco pilot.
Operational Step
Responsible Person
Timeline
Based on expected customer volume, locations, and times, determine the product inventory required to support the pilot.
Louise (Controller)
10/14 (3 weeks)
Source supply companies and obtain product pricing quotes and delivery timelines.
Louise
10/21 (4 weeks)
Determine shipment and storage needs to support the pilot.
Louise and Ben (Operations Manager)
10/21 (4 weeks)
Purchase product for the pilot and arrange transportation to support the desert taco pilot at the various locations.
Louise
10/28 (5 weeks)
Copyright 2020 by University of Phoenix. All rights reserved.
Copyright 2020 by University of Phoenix. All rights reserved.
Chapter: 7 Managing Boundaries and Multiple Relationships
Introduction
The terms dual relationships and multiple relationships are used interchangeably in various professional codes of ethics, and the ACA (2014) uses the term nonprofes- sional relationships. In this chapter we use the broader term of multiple relationships to encompass both dual relationships and nonprofessional relationships.
The APA (2010) ethics code defines a multiple relationship as one in which a practitioner is in a professional role with a person in addition to another role with that same individual, or with another person ...
Become more politically intelligence in Stakeholder Management
During challenging times there’s pressure on the way we work together and the way that we handle change. Stakeholder management from both the change agent (e.g. a project manager, programme manager, portfolio manager, head of transformation/change, HR Director) and Business As Usual perspectives (i.e. the customers of change programmes) are equally important. Engagement with stakeholders needs alternative strategies to match your unique context. Make yourself less vulnerable to hierarchical power exercised by key players. Stakeholder management skills include analysis, planning, mapping and engagement.
The Sarbanes Oxley ActDiscuss and debate the following· The.docxoreo10
The Sarbanes Oxley Act
Discuss and debate the following:
· The history and reason for passage of the Sarbanes-Oxley Act (SOX).
· An evaluation and defense (or critique) of the efficacy of SOX.
· How SOX has impacted:
· Public companies
· Managers and officers of public companies
· Auditors of public companies
· Tax practitioners
· Nonprofit and privately owned companies
Submit a 350- to 700-word summary of your discussion.
Case Study Analysis
Case studies are real world examples of emergency management in action. Case studies are valuable to ensuring our understanding of the topics and four major functions of emergency management. They are utilized to acquire lessons learned and identify and implement best practices.
Each student will research and produce a written case study analysis.
Students have a large number of natural and man-made disasters from which to select a case study. The case study cannot come from the Haddow and Bullock textbook. Please obtain the approval of the instructor for your proposed case study.
Approach this assignment this way: If you were providing a written analysis for a group of elected officials or the senior staff of an emergency management agency, what would you want them to learn and retain about this case? Think of this case study presentation as an “after action report” on the emergency management function for this event.
Key elements of your written analysis should include:
· Summary description of the event (history/background, key facts)
· Notes the significance of this event in emergency management
· Identify best practices/lessons learned from the event (there will be a list of several for each event).What can we learn from this event? You can bullet point this! The key is to successfully identify and articulate all of the lessons learned from your specific case study. How did our emergency management system perform? What were our strengths and our limitations/deficiencies? Do we need to change plans, policies, procedures, personnel, technology, resources, training, etc. for future events? Can we identify and successfully remedy performance gaps within our system?
The written case study analysis should be no more than 2 pages of content (not counting the cover and reference pages - double or single spaced is fine). A cover page, reference page, and use of internal citations are required. APA style governs.
Students can bullet point the list of lessons learned and best practices obtained from this case study. Only one source is required for this assignment but more than one source is allowed. Students are required to clearly identify all sources of research associated with their case study via the reference page. This assignment is worth 25% of your final grade.
The instructor can suggest sources for research on specific issues in emergency management and students should avail themselves of the web-based resources identified within this syllabus. Likely ...
CHAPTER 3BUILDING AN EFFECTIVE EMERGENCY MANAGEMENT ORGANIZATION.docxspoonerneddy
CHAPTER 3
BUILDING AN EFFECTIVE
EMERGENCY MANAGEMENT ORGANIZATION
This chapter describes the activities needed to build effective emergency management organizations, beginning with the fundamentals of running a local emergency management agency. The most important concept in this chapter is the development of a local emergency management committee (LEMC) that establishes horizontal linkages among a local jurisdiction’s government agencies, NGOs, and private sector organizations relevant to emergency management. In addition, an LEMC can provide vertical linkages downward to households and businesses and upward to state and federal agencies.
Introduction
To build an effective emergency management organization, it is necessary to understand the relationships among some of the stakeholders that are involved. As noted in Figure 2-1, local government has downward vertical linkages with households and businesses, upward vertical linkages with state and federal agencies, and horizontal linkages with social and economic influentials and hazards practitioners. However, it also is important to understand the horizontal and vertical linkages within local government. Specifically, local emergency management agencies (LEMAs) typically have horizontal linkages with personnel in police, fire, emergency medical services, public works, and emergency management/homeland security departments. At the municipal level, all of these departments report to (i.e., have a vertical linkage with) their jurisdiction’s chief administrative officer (CAO), such as a mayor or city manager, who has direct supervisory authority over them. The CAO is responsible for ensuring these departments perform their assigned duties within the requirements of the law and accomplish these functions within the time and funds allocated to them. Accordingly, the CAO has the authority to hire, fire, allocate funds, and evaluate performance—a relationship represented in Figure 3-1 as a solid line. However, the CAO typically is not an expert in public safety, emergency medicine, or emergency management and, therefore, cannot provide these departments with guidance on how to perform their missions most effectively. Thus, city and county agencies frequently have vertical linkages with corresponding agencies at the state (and sometimes federal) level that provide technical, and sometimes financial, assistance. Because agencies at higher (state and federal) levels of government lack the legal authority to compel performance by the corresponding agencies at lower (county and city) levels, their relationship is sometimes represented as a “dotted line” relationship in organizational charts (see Figure 3-1). In turn, the agencies at the state level report to the governor in a line relationship just as the agencies at the local level report to their jurisdictions’ CAOs.
The relationships among agencies at the county level are somewhat more complex for jurisdictions in which agency heads are directly e.
Similar to There is a notably challenging requirement for all emergency manager.docx (20)
These are 19 questions for my international politics class. I need t.docxalisoncarleen
These are 19 questions for my international politics class. I need the answers in less than 24h. I'm not paying more than $25. It has to be fully answered! Please, if you don't know politics don't even bother. Please, don't waste my time.
Thanks.
Here you go:
Fully answer each question with the question number on the attached, rule sheets. Please keep all pages together.
ALL QUESTIONS, INCLUDING “OPINION QUESTIONS” REQUIRE CONCLUSIONS BASED UPON FULLY ARTICULATED AND REASONED PREMISES, NOT JUST A SUMMARY OPINION ANSWER,
1. lf a terrorist group sets off a nuclear bomb in one American city which city do you think they will choose and why? Discuss fully.
2. Nuclear Terrorism
a. Is it in the interests of a foreign government to harbor/sanction a terrorist group in its territory that it KNOWS to be planning to detonate a nuclear bomb in one or more American cities? Yes or no and why?
b. Discuss any immediate and long term consequences of such a government’s decision to harbor such a terrorist group?
3. Discuss problems of international scope that can be or have been created by the current three non—signatories to the Nuclear Non Proliferation Treaty Of 1969, namely, India, Pakistan and Israel. Note: also address North Korea, which though it has signed the NPT is not in current compliance. Iran has signed the NPT though there are issues with the West.
4. Thanks to hydraulic fracturing, or
fracking
, the United States is now the world’s number one producer of natural gas though not of oil. Yet, the worldwide price of oil is always valued in US. dollars. Why is this so? What international consequences or for individual countries might exist if oil were NOT so pegged in US. dollars?
5. Twenty-one leaders of the Nazi regime were tried at Nuremburg immediately after World War II. They were tried under four counts agreed by the victorious allies: war crimes not justified by military necessity, crimes against humanity, crimes against peace and waging aggressive war. Eleven defendants were hanged; three were acquitted and seven were given prison sentences. All imprisoned defendants were released early, except Albert Speer and Rudolf Hess who had been imprisoned in England after 1940. Except for War Crimes trials held at The Hague after the Bosnian War of 1993, no war crimes trials have been held, no perpetrators of Nuremburg offenses have been tried, punished or even sought out by the NATO allies or otherwise by the international community. With all of the destructive and genocidal wars that have occurred since WWII and the villains who have perpetrated Nuremburg crimes, why have not more war crimes trials occurred? Are the Nuremburg offenses of any enduring value? Is there such a thing as meaningful international law in the Nuremburg trials?
6. The Ukraine situation
a. Who or which side in the conflict do you think started the conflict and why?
b. Leaving aside who or which side is responsible for starting the conflict, do you think the Weste.
These are discussion questions (4). Need short response to each o.docxalisoncarleen
These are discussion questions (4). Need short response to each of questions.
Total page: 1
"Security Support Responsibilities" Please respond to the following:
1) Imagine you are the CIO of an organization. Construct an outline of four ongoing responsibilities that the digital forensics personnel must complete each week. Provide a possible scenario for how each responsibility may be performed to fulfill the forensics’ needs of an organization.
2) Compare the responsibilities you listed above with those of an IT security professional.
Give your opinion on how responsibilities of digital forensics personnel and IT security professional are similar and in which ways are they different.
"Functional Security Support Roles" Please respond to the following:
3) Identify three steps required for implementing a physical and environmental security program. Select one step that would be the most challenging to perform and one step that you believe is the most important for providing protection against information assets of an organization. Explain why you chose each step.
4) Suggest three security support competencies of a privacy professional that support the security strategy of an organization. Justify your suggestions.
.
There is two assignments in Society and Technology and one assignmen.docxalisoncarleen
There is two assignments in Society and Technology and one assignment in business communications. I am willing to pay $50.00 total. I have attached the assignments to this message. I also attached a piece that is included in part II of the business communication homework assignment that you will need to complete it.
.
There has been a lot of concern over the Digital Divide. For your di.docxalisoncarleen
There has been a lot of concern over the Digital Divide. For your discussion this week, address the following:
What are some of the problems caused by the Digital Divide?
What ideas or solutions do you propose for addressing this issue?
The explosive growth of smartphones may be a path that allows developing countries to move quickly into the digital age. What advantages would there be to supporting the growth of smartphone usage over computer usage in a developing country?
.
There are two things1. Let us use this thread to center a discus.docxalisoncarleen
There are two things
1. Let us use this thread to center a discussion on the reading from David
Tyack
entitled "Constructing Difference." You can take the discussion in any direction, like the article's relevance to the present, elements of the work that resonate or clash with your opinion, current events that illustrate
Tyack
's thesis in modern contexts, etc, etc.
two paragraphs answer/
in APA style
2. The article by
Tyack
has made me reflect on the why behind some of the actions I took as a student growing up in the public education system. As a child, I was aware of what made a student "successful" which meant saying the pledge of allegiance every day, following the directions of the teacher, correctly regurgitating information on the tests and attaining an A. As I can recall, lessons in most of my classes were mostly rote and of only one perspective. Now that I am older and have 5 years of classroom teaching experience, I have had the opportunity to look at the reasons for why I was educated in the way I did. Understanding the context in which our educational system was purposed which was mainly to create patriotic students who would assimilate to an American culture. In the mid 20's during the WW1 era that there was a lot of pressure to maintain conformity due to the high stakes nature of war. In 1923, 35 states enacted laws that made E
nglish
the only language you can instruct in, in the U.S (
Tyack
, 1993).
Even the Ku Klux Klan in Oregon was trying to ensure all students attended public school (
Tyack
, 1993). This idea of conformity and rote learning was one of the leading reasons I was disenfranchised with school during my childhood even though I succeeded academically on paper. It wasn't until college that I really had professors that pushed me to analyze and look at events through different perspectives. It now makes sense that teaching students a rote conformist style of education is a tool mainly used for control. For example, in the article in mentioned how Mexicans would not want to engage in menial jobs if they were properly educated, because they realized they could accomplish much more. This idea led to schools tracking students based on their perception of their capabilities which meant students of color would thereby be placed in a lower track or lower achieving classes. We know the theories that used race and head size as a rationale to confirm intelligence were absolutely false and that intelligence is not based on race at all. Education has a negative connotation in my opinion largely due to some people in history using it as a tool to control or coerce people into thinking they are not capable because of the way they look. This sways far from the intended purpose of creating citizens that will be able to analyze and think critically in a variety of academic disciplines, so they can be contributing members to our democracy. Part of thinking critically is being able to empathize and see the world through the .
There are two things in boldWhat is your philosophy of educatio.docxalisoncarleen
There are two things: in bold
What is your philosophy of education? What are the theoretical underpinnings of that philosophy? What does your philosophy look like at the school site and in the classroom?
What are the theoretical underpinnings of that philosophy? What does your philosophy look like at the school site and in the classroom?
What does your philosophy look like at the school site and in the classroom?
At least one paragraph for each
questions
.
This is for Education class.
Feedback for below two peers
.
1.
I always remember my education in my public grade school as a very positive and safe environment. There is no doubt that the teachers played a big role in creating such an environment and they were always excited to be at work. Experiencing this type of education in my primary years inspired me to become this kind of teacher for my first graders. On the other hand, I remember that there came a point in about fourth grade where I began losing interest in school. Looking back I know that it was because I did not feel challenged. Because of this, I felt as though there were talents and strengths that I had that I was not able to fully develop and utilize. Because I lacked in motivation and yearning to challenge myself, I promised myself that I would be a teacher who challenged all of her students regardless of their backgrounds and abilities.
My philosophy of education is to hold all students to high standards and instill in them the confidence and motivation to reach those high standards. This takes a lot of trust on their end so it is also my philosophy to create an environment where students feel comfortable to explore new ways of learning, thinking, and expressing themselves.
Motivation theories have always stuck with me since motivation was something that I struggled with in school. Intrinsic motivation, self determination, and autonomy support (2010) are all theoretical underpinnings to my philosophy.
My school site prides itself on community. This year we implemented the “TRIBES” agreements school wide. It gives our community guidelines to follow and we are able to hold each other accountable. Following the Tribes agreements means that students must show mutual respect, not put each other down, listen attentively, try their personal best, and they are given the right to pass in community circles. These agreements not only apply to the students, but to our entire staff and parents as well. As a first grade teacher, it is something I am reminding my students of daily. I try to implement a community circle once a week. The most recent circle we did was an appreciation circle where we gave a compliment/ appreciation to the person to the right of us. It only takes about 15 minutes, but it is this kind of activity that creates an environment where students feel included and appreciated. Furthermore, it is in this type of classroom where students can find motivation to succeed in learning.
Reference.
There are two persons,First one he developed health and opened a .docxalisoncarleen
There are two persons,
First one: he developed health and opened a lot of health centers in different places
second one: Interested in art and has a lot of achievements in the field of art
-------------------------------------------------- ------------------------------
Required: an argument essay about who is the hero between these two characters? Why
((Put first person is the hero))
The first body + second: make them about the importance of health and the importance of what he had done in the field of health.
Third body: make it about art as something beautiful and useful, but it does not help a lot of people.
-------------------------------------------------- ------------------------------
I do not want Outsourcing
I hope that you choose simple words easy to understand, because I am a novice person
I want today at 21:00.
.
there are two Advertising pictures uploaded in the attachment. I wan.docxalisoncarleen
there are two Advertising pictures uploaded in the attachment. I want you to pick on of them and write a thesis statement. After you write the thesis that you are going to use in the eassy but write it by itself so i can know what is the thesis. Then write 4 pages essay.
YOU CAN FIND ALL INSTRUCTION IN THE FILE THAT I UPLOADED.
thank you!
.
There are three main questions.Each question MUST use progra.docxalisoncarleen
There are three main questions.
Each question
MUST
use program' R ' (stastics program) or ' EXCEL ' to solve some questions
( eg. plotting scatters)
12 hours left until deadline (Until July 13th 2015, 17:00 EST (Newyork timezone))
The three questions will be provided as image file.
** You should solve question # 3.9, 3.10, and 3.14 through image files.
.
There are three (3) articles for reading and comparison matrixoutli.docxalisoncarleen
There are three (3) articles for reading and comparison matrix/outline for completion
Article 1 - Socialization of doctoral students to academic norms by Weidman & Stein (2003)
Article 2 - Developmental networks and learning: Toward an interdisciplinary perspective on identity development during doctoral study by Baker and Lattuca (2010)
Article 3 - Critical thinking distance education and traditional education bt Visser, Visser & Schlosser (2003)
Please follow the instruction. Due: 08/31/2015
Thanks in advance
.
There are stories of sacrifice, bondage and exodus, and survival in .docxalisoncarleen
There are stories of sacrifice, bondage and exodus, and survival in the wilderness that are an integral part of the Jewish tradition. Compare and contrast the plots of these stories with secular stories that you are aware of with similar themes.
In addition, discuss the significance of the secular stories for the intended audiences. What sorts of assumptions or biases might audiences who are not the target audiences draw from these stories (perhaps if they don’t identify with the main characters of the stories)
.
There are multifaceted ethical issues relating to international inve.docxalisoncarleen
There are multifaceted ethical issues relating to international investments. One aspect relates to human rights. Most Latin American governments have constitutions that mandate health care as a human right, yet some of these countries provide poor health care for the majority of their population.
During the 1980s, the general populace of these countries deteriorated, even though several Latin American countries developed strategies to reposition medical personnel and services to rural areas. Throughout this time, many international donors provided assistance; however they did so with imposed conditions. An example of this constrained assistance was the World Bank, which imposed restrictions that included privatization of health care, as well as required limitations on universal access.
Did the World Bank and other international donors act responsibly and ethically in constraining their humanitarian assistance? Who has the responsibility for the health care of the Latin American people? Is it a reasonable and socially responsible practice to offer international assistance in exchange for an opportunity to shape a country's political and/or social system? Why or why not?
.
There are problems in the file.10 hours left until deadline .docxalisoncarleen
There are problems in the file.
10 hours left until deadline (Until July 20th 2015, 19:00 EST (Newyork timezone))
The two questions will be provided as image file.
** You should solve questions with explanations of answers.YOU WILL SOLVE Homework3!
For question one, i upload another file so that you can refer it to solve question #1. (file name: problem5 and you may have to refer problem 5 in that file to solve question #1 of Homework3. )
.
There are many points of overlap between Frankenstein, The Isl.docxalisoncarleen
There are many points of overlap between
Frankenstein
,
The Island of Dr. Moreau
, and
Jurassic Park
in terms of theme (scientific experimentation, transgression, ethics, & hubris); plot; and moral caution. But in this last category, “moral caution” the narratives seem to create some grey area amid whether something can be done, should be, done, how it should be done, and what cautions should be employed. Please reflect on how
Jurassic Park
extends, confirms, and/or departs from the ethical concerns and “cautions” of the previous texts.
250 words
.
There are many different types of infrastructure attacks. These inc.docxalisoncarleen
There are many different types of infrastructure attacks. These include, but are not limited to, malware, insertion, buffer overflow, etc. Examine the many different types of attacks and select the two that you believe are the easiest for success and why you consider these the easiest for success. Provide a rationale for your response. Include an explanation as to how the hacker tools are used.
.
There are many great research projects already using willing partici.docxalisoncarleen
There are many great research projects already using willing participants, and modern technology to harness the help of citizen scientists like you. It is a great way for people to learn more about a subject that they are interested in while helping researchers gather important information.
Explore the following resources to learn more about Citizen Science:
Read the following article from the Kaplan Library. A copy of this article is in Doc Sharing as well:
Hand E. (2010). Citizen science: People power.
Nature, 466
(7307). 685.
Source:
NASA. (n.d.).
For citizen scientists
. Retrieved from
http://science.nasa.gov/citizen-scientists/
Source:
National Oceanic and Atmospheric Administration. (n.d.).
Be a citizen scientist
. Retrieved from
http://www.nws.noaa.gov/om/brochures/Citizen_Scientist.pdf
Source:
United States Geologic Survey. (2012).
Join citizens and scientists tracking the pulse of our planet.
Retrieved from
http://www.usgs.gov/blogs/features/usgs_top_story/join-citizens-and-scientists-tracking-the-pulse-of-our-planet/
Source:
U.S. Environmental Protection Agency. (n.d.).
Composting for facilities basics.
Retrieved from
http://www.epa.gov/adopt/
.
You can also do some research on your own to find other citizen science projects that are out there.
In your posts this unit answer the following questions:
What is “citizen science”?
What is the benefit of using citizens to help out with scientific research in this way?
What citizen science program(s) interests you the most? Please provide a specific link and information about your chosen citizen science program.
Would you be interested in giving any of the citizen science programs a try? Why, or why not?
200 words
.
There are many different theories as to why people commit crimes, su.docxalisoncarleen
There are many different theories as to why people commit crimes, such as, self interest, social environment, opportunities, and wanting more power to name a few. What is your reasoning as to why people commit criminal acts? Ensure that you have
150 words for your initial post. MAKE SURE YOU SITE YOUR WORK
.
There are five essential principles of management. These include pla.docxalisoncarleen
There are five essential principles of management. These include planning, organizing, directing, controlling, and leading. For this assignment you will conduct outside research of the topics of planning, organizing, directing, controlling, and leading.
You have been asked to give a presentation to a group of new managers in a health care setting. This presentation must cover each of the five principles discussed above. For each principle you will need to provide a real world example in which you or another leader has successfully performed the function and the impact that function had. You need to demonstrate in your presentation the value each principle has in the real word.
Requirements:
·
Your presentation should be in Microsoft PowerPoint
·
Be 10–12 slides in length (not including the cover slide or reference slide)
·
Include comprehensive speaker’s notes
·
Include appropriate graphics, images, and slide transitions
.
There are four general principles of effective intervention that hav.docxalisoncarleen
There are four general principles of effective intervention that have become organizing concepts of community corrections. They have stimulated what has become known as the “what works” movement. Write a paper outlining the four general principles of the “what works” movement.
Thesis:
Your thesis (which is part of your first paragraph) should list the four principles of the effective intervention.
Body:
The body of your paper (your entire paper excluding the thesis and conclusion) should give a thoughtful analysis of the four general principles of effective intervention in a sequential order. Explain what the principles mean. Look for examples. Determine if the principles are effective. Explain why the principles either are, or are not, effective.
Conclusion:
The conclusion (which is part of the last paragraph) should, at the very least, restate the thesis.
The paper must be four pages in length (excluding title and reference pages) and formatted according to APA style. You must use at least three scholarly resources
.
There are a number of types of private insurers. Describe each type .docxalisoncarleen
There are a number of types of private insurers. Describe each type of insurer in the following list. What are the advantages of a company converting from a mutual insurer to a stock insurer?
Stock insurers
Mutual insurers
Reciprocal insurers
This insurance company
Plans such as
this one
Health maintenance organizations
.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How libraries can support authors with open access requirements for UKRI fund...
There is a notably challenging requirement for all emergency manager.docx
1. There is a notably challenging requirement for all emergency
managers and homeland security professionals at all levels and
across all sectors—coordinating plans with all potential
stakeholders. Prospective partners can range from one incident
to the next, but plans and planners must accommodate the
needs, interests, and capabilities of all potential contributors so
as to create the most comprehensive and integrated plan, policy,
or strategy. One might consider such coordination a matter of
common sense, but this is often overlooked, at least in part, for
various reasons.
Causes might stem from the actions—or lack thereof—of
EM/HS team members, external partners, or both. Lethargy;
lack of resources such as time, funding, or expertise; lack of
interest on any stakeholder’s or planner’s part; lack of
understanding the criticality of advance collaboration; or a
simple failure to follow up with organizations and individuals
upon whom an EM/HS may depend, may each play a part in
explaining why collaboration is not fully accomplished. It can
also be difficult for individuals at the planner level, or those
inexperienced in incident response, to have the vision that is
necessary to foresee an assortment of circumstances requiring
relationships with agencies and people and their attendant
special capabilities.
Stakeholders may include fire, police, emergency services, and
community leadership. Providers of public services, including
public utilities, school leadership and networks, city engineers,
and others, are also probably key players to consult. However,
threats, conditions, hazards, limitations, geography, climate,
and many other factors also combine to create the need for
tailored planning, which will probably require special
relationships. In other words, there is no one-size-fits-all
template to employ for identifying, developing and nurturing
requisite partnerships.
Advance coordination—that is, developing relationships,
sharing information, and understanding the various
2. contributors’ capabilities before you need them for managing
emergencies—is essential. Knowing what specific skills,
resources, and capacities entities can bring to bear in preventing
or responding to crises allows planners to incorporate these
capabilities into strategies, plans, and exercises. This
knowledge also aids leaders and resource managers in
identifying gaps in capacity, which will need filling somehow.
At the same time, once an incident occurs or seems immediately
likely, the ability to contact vital participants to literally
assemble and join the active response effort makes for an
optimally efficient and effective endeavor.
What type of information is coordinated? Everything from
listing points-of-contact and their current, tested contact
information to knowing what special skills an organization or
individual might have. For example, if the community believes
that certain hazardous materials are a threat, say by accidental
spill or if used in a weapon, the EM/HS planners should
determine whether the local hospital personnel are trained,
equipped, and able to perform chemical, biological, or
radioactive decontamination. The planners’ motive for
determining this is knowing whether the hospital staff’s
abilities may be degraded if personnel are exposed to unknown
substances or the facility become contaminated. If
decontamination is a skill that has not been trained for, if
equipment and supplies are not available, or if it is considered
too remote a threat to spend time on, planners may identify and
liaise with a different hospital for select crises.
Yet, as mentioned above, the vision that is required to establish
comprehensive and integrated strategies and plans can be
elusive. Gathering myriad prospective partners together can
assist in identifying vulnerabilities, allaying fears, clearing up
confusion, establishing a functional baseline for all responders,
etc. Note the lessons from the following real world illustration:
A small western town is home to several prisons. Trains
carrying—among other things—chemical corrosives, travel
close enough to the prisons that a spill might require a prison’s
3. evacuation. This scenario had been planned for and exercised by
EM/HS and other stakeholders, yet the prison planners had not
been consulted when that plans were being developed. When the
many partners were together one day, quarreling about timelines
and priorities during such a scenario, a local police officer
calmly asked the prison officials, “Where will you evacuate the
prisoners
to
?” The official responded, “To the high school.” The police
officer replied, “Have you mentioned this to the high school’s
folks?” The answer was no, and there were no high school
representatives at the meeting. The police officer and many
others did not believe that prisoners being transported to
schools that could be in session or hosting year-round activities
presented security concerns. This idea hadn’t been thought of,
yet one person’s casual question had identified an enormous gap
in a specific plan.
Your assignment for this unit requires you to continue
employing your selected real world county (using the
pseudonym, but focusing on their real world conditions). In
completing the requirements, you may consult members of the
actual county EM/HS team to get insight into specific partners
and capabilities that they rely on and with whom they develop
relationships. You may also read their actual plans and
strategies and determine how rigorously they have coordinated
with external partners.
In a 5–7 page detailed outline, you will do the following:
List and describe fully your selected county’s central strategy or
plan. These are often emergency operations plans with various
subordinate annexes and appendices, but because plan designs
can vary widely by community, research and report your
county’s version.
Note that your county will probably have other plans as well,
such as a school evacuation plan or a pandemic influenza
response plan. You are free to mention and describe these as
well.
4. List and fully describe 7–10 of your selected county’s core
stakeholders that it includes (or should include) in its most
central plan.
Core stakeholders
include entities that you would reasonably expect any or all
counties to coordinate with.
In selecting and describing these, provide depth in explaining
the following:
Rationale as to why the relationship between EM/HS and the
organization or individual does or should exist
How specifically coordination and collaboration benefits the
EM/HS and each of the external core partners
At least three ways that these core relationships will provide the
most comprehensive and integrated preparedness and incident
response and promote information sharing specifically
List and fully describe five of your selected county’s unique
stakeholders that it includes (or should include) in its most
central plan.
Unique stakeholders
include entities that you would reasonably expect this specific
county to coordinate with. (An example is the prison’s officials
in the scenario described earlier.)
In selecting and describing these, provide depth in explaining
the following:
Rationale as to why the relationship between EM/HS and the
stakeholder organization or individual does or should exist
How specifically coordination and collaboration benefits the
EM/HS and each of the external unique partners
At least three ways that these unique relationships will provide
the most comprehensive and integrated preparedness and
incident response and promote information sharing specifically
List and describe fully at least three methods for conducting
coordination sessions for partners to attend.
Include tactics on how to elicit robust participation.
Describe measures that the EM/HS team might use to encourage
vibrant and productive discussions.
5. Describe what baseline information the county should provide
to prospective partners to elicit optimal contributions. (An
example might be defining what
vulnerabilities
are, demonstrating a risk analysis, or brainstorming as to what
threats and hazards exist in the county, and how they should be
prioritized.)
List and describe at least two tactics that the EM/HS team does
or might employ to gain viable cooperation from potentially
recalcitrant partners.
Mention any last lessons you’ve learned while working on this
assignment, or advice that you would give the county’s team to
aid in their writing or improving their core plan.
Be sure to reference all sources using APA style.