1200 ERM MOD 1 ASSN
ERM 1200 Introduction to Emergency Management
Module 1: Chapters 1, 3, and 4
Course Description
ERM 1200 Introduction to Emergency Management provides an overview of the history and current status of the emergency management discipline. Topics include an introduction to areas of emergency management responsibility including risk assessment, mitigation, preparedness, communications, response and recovery.
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DIAGRAM OF MAJOR COURSE CONCEPTS*
*United States Federal Emergency Information Management (2015). National preparedness cycle. Retrieved on March 30, 2015 from http://www.fema.gov/national-preparedness-cycle.
Diagram of Major Course Concepts
United States Federal Emergency Information Management (2015). National preparedness cycle. Retrieved on March 30, 2015 from http://www.fema.gov/national-preparedness-cycle.
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How to prepare
Tips for preparing for the material in this module
Read the chapters before listening to the lecture.
This course relies heavily on content from the federal emergency management agency emergency management institute and the community emergency response team in your area.
Go to the federal emergency management agency website and register as a student in independent studies. You will then receive a student identification number, which will be important. If you cannot obtain a student ID, inform your instructor. You will need a student identification number in order to take the final exam for this course. Link: http://www.Training.Fema.Gov/is/courseoverview.Aspx?Code=is-230.D
Read the FEMA course “IS-230.D: Fundamentals of Emergency Management” overview.
How to Prepare
Tips for preparing for the material in this module
Read the chapters before listening to the lecture.
This course relies heavily on content from the federal emergency management agency emergency management institute and the community emergency response team in your area.
Go to the federal emergency management agency website and register as a student in independent studies. You will then receive a student identification number, which will be important. If you cannot obtain a student ID, inform your instructor. You will need a student identification number in order to take the final exam for this course. Link: http://www.Training.Fema.Gov/is/courseoverview.Aspx?Code=is-230.D
Read the FEMA course “IS-230.D: Fundamentals of Emergency Management” overview.
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Module 1 At A Glance: Chapters 1, 3, 4
Chapter 1: History and current status of emergency management
Chapter 3: Research methods and practice of emergency management
Chapter 4: Current, new, and emerging hazards and disasters
Module 1 At A Glance
Chapter 1: History and current status of emergency management
Chapter 3: Research methods and practice of emergency management
Chapter 4: Current, new, and emerging hazards and disasters
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Chapter 1 Learning Objectives:
Define emergency management
Describe the development of emergency management in the united states.
Recognize the role of the private sector in disasters.
Discern the role of the public sector in disasters.
Understand the role of volunteer organizations in disasters.
Be familiar with the fundamental elements of international disaster relief.
Chapter 1 Learning Objectives
Define emergency management
Describe the development of emergency management in the united states.
Recognize the role of the private sector in disasters.
Discern the role of the public sector in disasters.
Understand the role of volunteer organizations in disasters.
Be familiar with the fundamental elements of international disaster relief.
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Emergency Management Defined
“Emergency Management is the discipline and profession of applying science, technology, planning, and management to the extreme events that can injure or kill large numbers of people, do extensive property damage, and disrupt community life” (FEMA, 2003).
Emergency Management Defined
“Emergency Management is the discipline and profession of applying science, technology, planning, and management to the extreme events that can injure or kill large numbers of people, do extensive property damage, and disrupt community life” (FEMA, 2003).
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Profession of Emergency Management
Was Noah the first emergency manager?
Profession did not exist fifty years ago
Since cold war, has developed and grown
Full fledged profession today in:
Public sector
Private sector
Volunteer sector
International sector
Profession of Emergency Management
Was Noah the first emergency manager?
Profession did not exist fifty years ago
Since cold war, has developed and grown
Full fledged profession today in:
Public sector
Private sector
Volunteer sector
International sector
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Dual Tracks to Emergency Management
Civil defense:
Originated during the cold war
Prepare for nuclear war against the USSR
Most CD directors held part time posts
Natural and technological disasters:
Disaster relief act of 1950
Federal government started centralizing aid
Established disaster declaration process
Dual Tracks to Emergency Management
Civil defense:
Originated during the cold war
Prepare for nuclear war against the USSR
Most CD directors held part time posts
Natural and technological disasters:
Disaster relief act of 1950
Federal government started centralizing aid
Established disaster declaration process
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Origins of FEMA
President Carter recognized the need to centralize the nation’s emergency management efforts
Centralize civil defense with natural and technological programs and agencies
1978 President Carter formed FEMA through reorganization plan #3
FEMA started in 1979
Origins of FEMA
President Carter recognized the need to centralize the nation’s emergency management efforts
Centralize civil defense with natural and technological programs and agencies
1978 President Carter formed FEMA through reorganization plan #3
FEMA started in 1979
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Programs and Agencies Becoming Part of FEMA
National Incident Management System (NIMS)
Incident Command System (ICS)
Federal Insurance Administration (Department of Housing and Urban Development)
National Fire Prevention And Control Administration (Department of Commerce)
Federal Broadcast System (Executive Office of the President)
Defense Civil Preparedness Agency (Department of Defense)
Federal Disaster Assistance Administration (Department of Housing and Urban Development)
Programs and Agencies Becoming Part of FEMA
National Incident Management System (NIMS)
Incident Command System (ICS)
Federal Insurance Administration (Department of Housing and Urban Development)
National Fire Prevention And Control Administration (Department of Commerce)
Federal Broadcast System (Executive Office of the President)
Defense Civil Preparedness Agency (Department of Defense)
Federal Disaster Assistance Administration (Department of Housing and Urban Development)
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Programs and Agencies becoming Part of FEMA
Federal Preparedness Agency (General Services Administration)
National Weather Service Community Preparedness Program (Department of Commerce)
Earthquake Hazard Reduction Office (Executive Office of The President)
Dam Safety Coordination Program (Executive Office of The President)
Federal Response to Consequences of Terroristic Incidents (No Previous Assigned Agency)
Coordination of Emergency Warning (No Previous Assigned Agency)
Programs and Agencies Becoming Part of FEMA
Federal Preparedness Agency (General Services Administration)
National Weather Service Community Preparedness Program (Department of Commerce)
Earthquake Hazard Reduction Office (Executive Office of The President)
Dam Safety Coordination Program (Executive Office of The President)
Federal Response to Consequences of Terroristic Incidents (No Previous Assigned Agency)
Coordination of Emergency Warning (No Previous Assigned Agency)
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National Incident Management System (NIMS)
What ? . . . NIMS provides a consistent nationwide template . . .
Who? . . . To enable federal, state, tribal, and local governments, the private sector, and nongovernmental organizations to work together . . .
How? . . . To prepare for, prevent, respond to, recover from, and mitigate the effects of incidents regardless of cause, size, location, or complexity . . .
Why? . . . In order to reduce the loss of life and property, and harm to the environment.
National Incident Management System (NIMS)
What ? . . . NIMS provides a consistent nationwide template . . .
Who? . . . To enable federal, state, tribal, and local governments, the private sector, and nongovernmental organizations to work together . . .
How? . . . To prepare for, prevent, respond to, recover from, and mitigate the effects of incidents regardless of cause, size, location, or complexity . . .
Why? . . . In order to reduce the loss of life and property, and harm to the environment.
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NIMS Components and ICS
NIMS Components and ICS
Preparedness
Communications and information management
Resource management
Command and management
Ongoing management and maintenance
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Some Key Events in FEMA’s History up to 2001
1989 Hurricane Hugo and Loma Prieta earthquake (issue of catastrophic event)
1992 Hurricane Andrew (use of FRP)
1993 James Lee Witt named FEMA director first emergency manager to hold post:
First emergency manager to hold post
Focus on mitigation
Became well respected federal agency
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Some Key Events in FEMA’s History Up to 2001
1989 Hurricane Hugo and Loma Prieta earthquake (issue of catastrophic event)
1992 Hurricane Andrew (use of FRP)
1993 James Lee Witt named FEMA director first emergency manager to hold post:
First emergency manager to hold post
Focus on mitigation
Became well respected federal agency
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Terrorism and Changes to FEMA
September 11, 2001:
Terrorist attacks
2003 creation of Department of Homeland Security (DHS):
FEMA becomes part of DHS
2005 Hurricane Katrina:
Poor federal response
Exposed too much focus on terrorism
2009 – Craig Fugate named FEMA director
Terrorism and Changes to FEMA
September 11, 2001:
Terrorist attacks
2003 creation of Department of Homeland Security (DHS):
FEMA becomes part of DHS
2005 Hurricane Katrina:
Poor federal response
Exposed too much focus on terrorism
2009 – Craig Fugate named FEMA director
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Components of The Department of Homeland Security (DHS)
Key tasks of DHS:
Border and transportation security
Emergency preparedness and response
FEMA is an agency under the Dept. of Homeland Security since 2003
Chemical, biological, radiological and nuclear countermeasures
Information analysis and infrastructure protection
Constructed from 22 different federal departments and agencies
Components of the Department of Homeland Security (DHS)
Key tasks of DHS:
Border and transportation security
Emergency preparedness and response
FEMA is an agency under the Dept. of Homeland Security since 2003
Chemical, biological, radiological and nuclear countermeasures
Information analysis and infrastructure protection
Constructed from 22 different federal departments and agencies
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Other Public Sector Involvement in Emergency Management
Native American tribes:
Report direct to federal government
Have their own public safety departments
Over 564 federally recognized tribes
Consideration of cultural issues
Historical preservation
Recognition of sacred lands
Other Public Sector Involvement in Emergency Management
Native American tribes:
Report direct to federal government
Have their own public safety departments
Over 564 federally recognized tribes
Consideration of cultural issues
Historical preservation
Recognition of sacred lands
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Other Public Sector Involvement in Emergency Management
Local and state government:
Emergency support services must coordination with the federal government
Must avoid “stove piping”
Other federal government examples:
Take leads for emergency support functions as part of the national response framework
U.S. Army Corps of Engineers
Environmental Protection Agency
Center for Disease Control
Other Public Sector Involvement in Emergency Management
Local and state government:
Emergency support services must coordination with the federal government
Must avoid “stove piping”
Other federal government examples:
Take leads for emergency support functions as part of the national response framework
U.S. Army Corps of Engineers
Environmental Protection Agency
Center for Disease Control
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Private Sector Involvement
Need to protect businesses and employees
FEMA’s (2010) guidance:
Companies have a moral duty to protect their employees, area and environment
Companies need to follow existing local, state and federal laws related to safety
Companies can return to business much more quickly, which not only helps the business, but the community and regions
Companies diminish their chance of being sued
Companies obtain a positive image from good disaster and crisis planning
Companies often have their insurance costs reduced
Private Sector Involvement
Need to protect businesses and employees
FEMA’s (2010) guidance:
Companies have a moral duty to protect their employees, area and environment
Companies need to follow existing local, state and federal laws related to safety
Companies can return to business much more quickly, which not only helps the business, but the community and regions
Companies diminish their chance of being sued
Companies obtain a positive image from good disaster and crisis planning
Companies often have their insurance costs reduced
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Voluntary Sector Involvement
Focus on “people needs”
Play key roles during response:
Victims and responders aid
E.G., Feeding, sheltering
Play key roles during recovery
Focus on victims:
E.G., Assist to repair or rebuild homes
National Voluntary Organizations Active in Disasters (NVOAD) created in 1969
Today coordinates over 50 voluntary organizations
Voluntary Sector Involvement
Focus on “people needs”
Play key roles during response:
Victims and responders aid
E.G., Feeding, sheltering
Play key roles during recovery
Focus on victims:
E.G., Assist to repair or rebuild homes
National Voluntary Organizations Active in Disasters (NVOAD) created in 1969
Today coordinates over 50 voluntary organizations
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Examples of Voluntary Organizations
Acts World Relief (Foundation Of Hope)
Adventist Community Services
American Baptist Men
American Radio Relay League, Inc.
American Red Cross
Billy Graham Rapid Response Team
Brethren Disaster Ministries
Buddhist Tzu Chi Foundation
Catholic Charities USA
Church World Service
Episcopal Relief and Development
Feeding America
Habitat for Humanity International
Operation Hope
Human Society of the United States
The Jewish Federations of North America
Latter-day Saint Charities
Lutheran Disaster Response
Mennonite Disaster Service
Examples of Voluntary Organizations
Acts World Relief (Foundation Of Hope)
Adventist Community Services
American Baptist Men
American Radio Relay League, Inc.
American Red Cross
Billy Graham Rapid Response Team
Brethren Disaster Ministries
Buddhist Tzu Chi Foundation
Catholic Charities USA
Church World Service
Episcopal Relief and Development
Feeding America
Habitat for Humanity International
Operation Hope
Human Society of the United States
The Jewish Federations of North America
Latter-day Saint Charities
Lutheran Disaster Response
Mennonite Disaster Service
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Examples of Voluntary Organizations
National Association Of Jewish Chaplains
National Baptist Convention USA
National Organization For Victim Assistance
Nazarene Disaster Response
Noah’s Wish
Presbyterian Disaster Assistance
Southern Baptist Convention
The Salvation Army
United Church Of Christ
United Methodist Committee On Relief
United Way Worldwide
World Vision
Community Emergency Response Team (CERT)
Examples of Voluntary Organizations
National Association Of Jewish Chaplains
National Baptist Convention USA
National Organization For Victim Assistance
Nazarene Disaster Response
Noah’s Wish
Presbyterian Disaster Assistance
Southern Baptist Convention
The Salvation Army
United Church Of Christ
United Methodist Committee On Relief
United Way Worldwide
World Vision
Community Emergency Response Team (CERT)
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International Humanitarian Sector
Poor nations need outside help
Non governmental organizations (NGO’s) play key role
Additional types of hazards for poor nations
Drought
Famine
(Civil) war
International Humanitarian Sector
Poor nations need outside help
Non governmental organizations (NGO’s) play key role
Additional types of hazards for poor nations
Drought
Famine
(Civil) war
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Student interactivity exercises
In a one page paper in essay format using APA 6th Edition format answer the following questions from Chapter 1:
1) What are the main origins and roots of emergency management?
2) Why did President Jimmy Carter establish FEMA? What were the reasons it was established?
3) What are some of the major successes and failures of FEMA since 1979? What factors led to these successes or failures?
Your exercises for this module should be submitted in one document and should be grammatically correct, with the correct spelling using the APA 6th Edition format. Each exercise should be a separate page in your document; all work will be submitted in one file. When you complete one exercise, start the next exercise on the next page. You also need to have a cover sheet and references page using APA 6th Edition format; the body of the paper needs to be in APA 6th Edition format as well.
Student Interactivity Exercises
In a one page paper in essay format using APA 6th Edition format answer the following questions from Chapter 1:
What are the main origins and roots of emergency management?
Why did President Jimmy Carter establish FEMA? What were the reasons it was established?
What are some of the major successes and failures of FEMA since 1979? What factors led to these successes or failures?
Your exercises for this module should be submitted in one document and should be grammatically correct, with the correct spelling using the APA 6th Edition format. Each exercise should be a separate page in your document; all work will be submitted in one file. When you complete one exercise, start the next exercise on the next page. You also need to have a cover sheet and references page using APA 6th Edition format; the body of the paper needs to be in APA 6th Edition format as well.
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Student interactivity exercises
FEMA Computer Based Training: Lesson 1- Emergency Management Overview
Once you have completed a lesson, you are required to take a screenshot of the “lessons list” and paste it onto the final pages of your Student Interactivity Exercises following the references page (if used). You must paste the screenshot at the end of the Student Interactivity Exercises as proof that the lesson has been completed. There should be a checkmark next to the completed lesson. Failure to do so will result in the loss of the points associated with the FEMA Training.
Student Interactivity Exercises
FEMA Computer Based Training: Lesson 1- Emergency Management Overview
Once you have completed a lesson, you are required to take a screenshot of the “lessons list” and paste it onto the final pages of your Student Interactivity Exercises following the references page (if used). You must paste the screenshot at the end of the Student Interactivity Exercises as proof that the lesson has been completed. There should be a checkmark next to the completed lesson. Failure to do so will result in the loss of the points associated with the FEMA Training.
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Module 1 At A Glance: Chapters 1, 3, 4
Chapter 1: History and current status of emergency management
Chapter 3: Research methods and practice of emergency management
Chapter 4: Current, new, and emerging hazards and disasters
Module At A Glance
Chapter 1: History and current status of emergency management
Chapter 3: Research methods and practice of emergency management
Chapter 4: Current, new, and emerging hazards and disasters
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Chapter 3 Learning Objectives:
Discuss the relevance of disaster research to the practice of emergency management and the benefits of having a basic understanding of research methods and findings.
Outline the historical origins of disaster research and identify some of the key research centers active in the field today.
Understand the value of studying disasters from a multidisciplinary perspective and provide examples of contributions made by researchers in various fields.
Explain the various methods used to gather data on disasters and provide examples of how they have been used to study the four phases of disaster.
Describe ethical guidelines for studying human subjects and identify challenges involved in conducting disaster research.
Chapter 3 Learning Objectives
Discuss the relevance of disaster research to the practice of emergency management and the benefits of having a basic understanding of research methods and findings.
Outline the historical origins of disaster research and identify some of the key research centers active in the field today.
Understand the value of studying disasters from a multidisciplinary perspective and provide examples of contributions made by researchers in various fields.
Explain the various methods used to gather data on disasters and provide examples of how they have been used to study the four phases of disaster.
Describe ethical guidelines for studying human subjects and identify challenges involved in conducting disaster research.
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Key Points
It is important to have a knowledge-based understanding of disasters to be a more effective emergency manager.
Multiple scientific disciplines have contributed to our understanding of disasters.
We study disasters in order to both improve our theories and to improve our ability to manage disasters—that is, disaster research has both theoretical and applied goals.
There are numerous methodological tools we can use to study disasters.
Key Points
It is important to have a knowledge-based understanding of disasters to be a more effective emergency manager.
Multiple scientific disciplines have contributed to our understanding of disasters.
We study disasters in order to both improve our theories and to improve our ability to manage disasters—that is, disaster research has both theoretical and applied goals.
There are numerous methodological tools we can use to study disasters.
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Benefits of Understanding Research
Acquire transferable skills that are applicable to various job settings.
Develop a knowledge-based view of disaster behavior that will make you a more effective emergency manager.
Identify “lessons learned” that will improve your ability to manage future disasters.
Sources of knowledge for emergency managers
Formal education
Field experience
Disaster research involves systematic observations, based on empirical evidence, researchers collect perishable information
Benefits of Understanding Research
Acquire transferable skills that are applicable to various job settings.
Develop a knowledge-based view of disaster behavior that will make you a more effective emergency manager.
Identify “lessons learned” that will improve your ability to manage future disasters.
Sources of knowledge for emergency managers
Formal education
Field experience
Disaster research involves systematic observations, based on empirical evidence, researchers collect perishable information
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A Brief History of Disaster Research
Military influences
After WWII the U.S. Military funded social scientists to study disasters as a proxy for how communities might be impacted by a nuclear attack.
Early disaster studies
University of Chicago’s national opinion research center (and others)
Focused largely on disaster victims.
Found that society is resilient.
Establishment of the Disaster Research Center
At The Ohio State University (1963) and later moved to the University of Delaware (1985)
Focused on organizations, not individual victims.
Found that organizations are adaptive and resilient.
A Brief History of Disaster Research
Military influences
After WWII the U.S. Military funded social scientists to study disasters as a proxy for how communities might be impacted by a nuclear attack.
Early disaster studies
University of Chicago’s national opinion research center (and others)
Focused largely on disaster victims.
Found that society is resilient.
Establishment of the Disaster Research Center
At The Ohio State University (1963) and later moved to the University of Delaware (1985)
Focused on organizations, not individual victims.
Found that organizations are adaptive and resilient.
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A Brief History of Disaster Research
Contemporary Research Centers
University of Delaware’s Disaster Research Center
University of Colorado’s Natural Hazards Center
Texas A&M’s Hazard Reduction and Recovery Center
University of South Carolina’s Hazards and Vulnerability Research Institute
Colorado State University’s Center for Disaster and Risk Analysis
Millersville University’s Center for Disaster Research and Education
A Brief History of Disaster Research
Contemporary Research Centers
University of Delaware’s Disaster Research Center
University of Colorado’s Natural Hazards Center
Texas A&M’s Hazard Reduction and Recovery Center
University of South Carolina’s Hazards and Vulnerability Research Institute
Colorado State University’s Center for Disaster and Risk Analysis
Millersville University’s Center for Disaster Research and Education
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A Brief History of Disaster Research
Oklahoma State University’s Center for the Study of Disasters and Extreme Events
Louisiana State University’s Stephenson Disaster Management Institute
Disaster Research in International Context
International Research Committee on Disasters
Flood Research Centre at Middlesex University
Centre for Risk and Community Safety at the Royal Melbourne
Crisis Research Center at Leiden University in the Netherlands
Risk and Crisis Research Center at Mid Sweden University
A Brief History of Disaster Research
Oklahoma State University’s Center for the Study of Disasters and Extreme Events
Louisiana State University’s Stephenson Disaster Management Institute
Disaster Research in International Context
International Research Committee on Disasters
Flood Research Centre at Middlesex University
Centre for Risk and Community Safety at the Royal Melbourne
Crisis Research Center at Leiden University in the Netherlands
Risk and Crisis Research Center at Mid Sweden University
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Figure 3.1: Multidisciplinary Research on Hazards and Disasters
Figure 3.1: Multidisciplinary Research of Hazards and Disasters
Social sciences
Natural sciences
Engineering
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Disaster Research as a Multidisciplinary Field
Natural sciences—ecosystems and earth’s processes.
Engineering
Structural—building design and performance.
Civil—transportation systems and utility lifelines.
Social Sciences
Sociology—societal responses to disasters.
Geography—mapping hazards and vulnerable populations.
Anthropology—cultural adaptations to disasters.
Political science—disasters and public policy.
Psychology—disaster impacts on individuals (e.g., PTSD)
Economics—financial costs of disasters.
Disaster Research as a Multidisciplinary Field
Natural sciences—ecosystems and earth’s processes.
Engineering
Structural—building design and performance.
Civil—transportation systems and utility lifelines.
Social Sciences
Sociology—societal responses to disasters.
Geography—mapping hazards and vulnerable populations.
Anthropology—cultural adaptations to disasters.
Political science—disasters and public policy.
Psychology—disaster impacts on individuals (e.g., PTSD)
Economics—financial costs of disasters.
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Social Sciences
“Social scientists conducting field studies of disaster quickly discovered, however, that disasters also provide an exceptionally valuable opportunity to study some basic and enduring scientific problems about the nature of human nature and group life. Disasters provide a realistic laboratory for testing the integration, stamina, and recuperative power of large-scale social systems. They are the sociological equivalent of engineering experiments that test the capacity of machines to withstand extreme physical stresses.” (Fritz 1961, p. 654)
Social Sciences
“Social scientists conducting field studies of disaster quickly discovered, however, that disasters also provide an exceptionally valuable opportunity to study some basic and enduring scientific problems about the nature of human nature and group life. Disasters provide a realistic laboratory for testing the integration, stamina, and recuperative power of large-scale social systems. They are the sociological equivalent of engineering experiments that test the capacity of machines to withstand extreme physical stresses.” (Fritz 1961, p. 654)
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Types of Research
Basic and applied - Basic research is theoretical, while applied seeks a more immediate answer to a practical problem.
Primary and secondary - Primary research involves collecting original data, while secondary research relies on existing data.
Cross-sectional and longitudinal - Cross-sectional research takes a “snapshot” at one point in time, while longitudinal research tracks changes over time.
Individual and aggregate - Unlike individual research, aggregate research seeks to learn about larger groups, including families and households, organizations, communities, and entire societies.
Types of Research
Basic and applied - Basic research is theoretical, while applied seeks a more immediate answer to a practical problem.
Primary and secondary - Primary research involves collecting original data, while secondary research relies on existing data.
Cross-sectional and longitudinal - Cross-sectional research takes a “snapshot” at one point in time, while longitudinal research tracks changes over time.
Individual and aggregate - Unlike individual research, aggregate research seeks to learn about larger groups, including families and households, organizations, communities, and entire societies.
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Research Methods and the Phases of Disaster
Surveys: household preparedness levels, evacuation decision making, satisfaction with recovery efforts, public support for proposed mitigation policies.
Interviews: overall community preparedness levels, organizational response and recovery activities and challenges, effectiveness of mitigation efforts.
Observations: evaluating drills and exercises during preparedness, organizational response and recovery activities and challenges.
Research Methods and the Phases of Disaster
Surveys: household preparedness levels, evacuation decision making, satisfaction with recovery efforts, public support for proposed mitigation policies.
Interviews: overall community preparedness levels, organizational response and recovery activities and challenges, effectiveness of mitigation efforts.
Observations: evaluating drills and exercises during preparedness, organizational response and recovery activities and challenges.
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Research Methods and the Phases of Disaster
Archives: internal memos to study response activities, after-action reports to study preparedness efforts (e.g., 9/11 commission report), newspapers to study ongoing recovery and mitigation efforts.
Spatial tools (e.g., GPS, GIS and remote sensing): real-time damage assessment during response, mapping hazards and vulnerable populations during preparedness and mitigation, tracking recovery progress.
Research Methods and the Phases of Disaster
Archives: internal memos to study response activities, after-action reports to study preparedness efforts (e.g., 9/11 commission report), newspapers to study ongoing recovery and mitigation efforts.
Spatial tools (e.g., GPS, GIS and remote sensing): real-time damage assessment during response, mapping hazards and vulnerable populations during preparedness and mitigation, tracking recovery progress.
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Ethics and Challenges of Performing Disaster Research
Research ethics
Respect for persons
Benefits and risks
Justice
Research challenges
Logistics
Respondent availability and accessibility
Emotions and human suffering
Ethics and Challenges of Performing Disaster Research
Research ethics
Respect for persons
Benefits and risk
Justice
Research challenges
Logistics
Respondent availability and accessibility
Emotions and human suffering
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Student interactivity exercises
Locate and read a recent research article (within the past 5 years) on a topic of emergency management interest to you published in one of the Academic journals listed in box 3.3. then write a one page paper in APA 6th Edition format answering the following questions:
1) What was the primary research question?
2) How did the researcher(s) gather data to answer the question?
3) Do you agree with the findings? How could the research have been improved?
Your exercises for this module should be submitted in one document and should be grammatically correct, with the correct spelling using the APA 6th Edition format. Each exercise should be a separate page in your document; all work will be submitted in one file. When you complete one exercise, start the next exercise on the next page. You also need to have a cover sheet and references page using APA 6th Edition format; the body of the paper needs to be in APA 6th Edition format as well.
Student Interactivity Exercises
Write a one page paper in essay format using APA 6th edition format answering the following questions:
What was the primary research question?
How did the researcher(s) gather data to answer the question?
Do you agree with the findings? How could the research have been improved?
Your exercises for this module should be submitted in one document and should be grammatically correct, with the correct spelling using the APA 6th Edition format. Each exercise should be a separate page in your document; all work will be submitted in one file. When you complete one exercise, start the next exercise on the next page. You also need to have a cover sheet and references page using APA 6th Edition format; the body of the paper needs to be in APA 6th Edition format as well.
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Student interactivity exercises
Write a one page paper in essay format using APA 6th edition format answering the following questions:
1) Why is scientific research valuable to the practice of emergency management?
2) What are some of the benefits to understanding science and research?
3) Why did the U.S. Military begin funding researchers to study disasters in the 1950s? What kinds of questions did the military want answered? What answers have researchers provided over the years?
Your exercises for this module should be submitted in one document and should be grammatically correct, with the correct spelling using the APA 6th Edition format. Each exercise should be a separate page in your document; all work will be submitted in one file. When you complete one exercise, start the next exercise on the next page. You also need to have a cover sheet and references page using APA 6th Edition format; the body of the paper needs to be in APA 6th Edition format as well.
Student Interactivity Exercises
Write a one page paper in essay format using APA 6th edition format answering the following questions:
Why is scientific research valuable to the practice of emergency management?
What are some of the benefits to understanding science and research?
Why did the U.S. Military begin funding researchers to study disasters in the 1950s? What kinds of questions did the military want answered? What answers have researchers provided over the years?
Your exercises for this module should be submitted in one document and should be grammatically correct, with the correct spelling using the APA 6th Edition format. Each exercise should be a separate page in your document; all work will be submitted in one file. When you complete one exercise, start the next exercise on the next page. You also need to have a cover sheet and references page using APA 6th Edition format; the body of the paper needs to be in APA 6th Edition format as well.
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Module 1 At A Glance: Chapters 1, 3, 4
Chapter 1: History and current status of emergency management
Chapter 3: Research methods and practice of emergency management
Chapter 4: Current, new, and emerging hazards and disasters
Module 1 At A Glance
Chapter 1: History and current status of emergency management
Chapter 3: Research methods and practice of emergency management
Chapter 4: Current, new, and emerging hazards and disasters
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Chapter 4 Learning Objectives:
Realize that we will have more, worse and new types of disasters.
Comprehend the rationale behind this trend of disasters.
Make clear the different scales, measures, and types of natural disasters.
Explain how humans influence disaster types and trends.
Understand terrorists’ tools for creating disasters.
Point out new disasters that could happen and around which emergency management agencies are currently taking action.
Chapter 4 Learning Objectives
Realize that we will have more, worse and new types of disasters.
Comprehend the rationale behind this trend of disasters.
Make clear the different scales, measures, and types of natural disasters.
Explain how humans influence disaster types and trends.
Understand terrorists’ tools for creating disasters.
Point out new disasters that could happen and around which emergency management agencies are currently taking action.
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Predictions and Trends
Quarantelli’s prediction
More disasters
Worse disasters
New types of disasters
Rationale
More people
Higher population densities
More living next to hazardous facilities
Research confirms these trends
Predictions and Trends
Quarantelli’s prediction
More disasters
Worse disasters
New types of disasters
Rationale
More people
Higher population densities
More living next to hazardous facilities
Research confirms these trends
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Natural Hazards Patterns
Tornadoes
Hurricanes
Earthquakes
Floods
Wildfires
Tsunamis
Other events
Natural Hazards Patterns
Tornadoes
Hurricanes
Earthquakes
Floods
Wildfires
Tsunamis
Other events
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EF Tornado Scale
Enhanced Fujita Scale (EF) number 3 second gust (mph)
(EF-scale) rates the strength of tornadoes in the United States and Canada based on the damage they cause.
0 65-85
1 86-110
2 111-135
3 136-165
4 166-200
5 over 200
Source: http://www.Spc.Noaa.Gov/faq/tornado/ef-scale.Html
EF Tornado Scale
Enhanced Fujita Scale (EF) number 3 second gust (mph)
(EF-scale) rates the strength of tornadoes in the United States and Canada based on the damage they cause.
0 65-85
1 86-110
2 111-135
3 136-165
4 166-200
5 over 200
Source: http://www.Spc.Noaa.Gov/faq/tornado/ef-scale.Html
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Saffir-Simpson Hurricane Scale
Category one: 74-95 mph winds - no real damage to building structures. Damage primarily to unanchored mobile homes, shrubbery, and trees. Also, some coastal road flooding and minor pier damage.
Category two: 96-110 mph winds - some roofing material, door, and window damage to buildings. Considerable damage to vegetation, mobile homes, and piers. Coastal and low-lying escape routes flood 2-4 hours before arrival of center. Small craft in unprotected anchorages break moorings.
Category three: 111-130 mph winds - some structural damage to small residences and utility buildings with a minor amount of curtain wall failures. Mobile homes are destroyed. Flooding near the coast destroys smaller structures with larger structures damaged by floating debris. Terrain continuously lower than 5 feet ASL may be flooded inland 8 miles or more.
Saffir-Simpson Hurricane Scale
Category one: 74-95 mph winds - no real damage to building structures. Damage primarily to unanchored mobile homes, shrubbery, and trees. Also, some coastal road flooding and minor pier damage.
Category two: 96-110 mph winds - some roofing material, door, and window damage to buildings. Considerable damage to vegetation, mobile homes, and piers. Coastal and low-lying escape routes flood 2-4 hours before arrival of center. Small craft in unprotected anchorages break moorings.
Category three: 111-130 mph winds - some structural damage to small residences and utility buildings with a minor amount of curtain wall failures. Mobile homes are destroyed. Flooding near the coast destroys smaller structures with larger structures damaged by floating debris. Terrain continuously lower than 5 feet ASL may be flooded inland 8 miles or more.
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Saffir-Simpson Hurricane Scale (cont.)
Category four: 131-155 mph winds - more extensive curtain wall failures with some complete roof structure failure on small residences. Major erosion of beach. Major damage to lower floors of structures near the shore. Terrain continuously lower than 10 feet ASL may be flooded requiring massive evacuation of residential areas inland as far as 6 miles.
Category five: greater than 155 mph winds - complete roof failure on many residences and industrial buildings. Some complete building failures with small utility buildings blown over or away. Major damage to lower floors of all structures located less than 15 feet ASL and within 500 yards of the shoreline. Massive evacuation of residential areas on low ground within 5 to 10 miles of the shoreline may be required.
Saffir-Simpson Hurricane Scale (continued)
Category four: 131-155 mph winds - more extensive curtain wall failures with some complete roof structure failure on small residences. Major erosion of beach. Major damage to lower floors of structures near the shore. Terrain continuously lower than 10 feet ASL may be flooded requiring massive evacuation of residential areas inland as far as 6 miles.
Category five: greater than 155 mph winds - complete roof failure on many residences and industrial buildings. Some complete building failures with small utility buildings blown over or away. Major damage to lower floors of all structures located less than 15 feet ASL and within 500 yards of the shoreline. Massive evacuation of residential areas on low ground within 5 to 10 miles of the shoreline may be required.
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Storms (blue) and Hurricanes (red)
Storms (Blue) and Hurricanes (Red)
Annual number of names storms and major hurricanes
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Abbreviated Modified Mercalli Scale
Not felt except by a very few under especially favorable conditions.
Felt only by a few persons at rest, especially on upper floors of buildings.
Felt quite noticeably by persons indoors, especially on upper floors of buildings. Many people do not recognize it as an earthquake. Standing motor cars may rock slightly. Vibrations similar to the passing of a truck. Duration estimated.
Felt indoors by many, outdoors by few during the day. At night, some awakened. Dishes, windows, doors disturbed; walls make cracking sound. Sensation like heavy truck striking building. Standing motor cars rocked noticeably.
Felt by nearly everyone; many awakened. Some dishes, windows broken. Unstable objects overturned. Pendulum clocks may stop.
Abbreviated Modified Mercalli Scale
Not felt except by a very few under especially favorable conditions.
Felt only by a few persons at rest, especially on upper floors of buildings.
Felt quite noticeably by persons indoors, especially on upper floors of buildings. Many people do not recognize it as an earthquake. Standing motor cars may rock slightly. Vibrations similar to the passing of a truck. Duration estimated.
Felt indoors by many, outdoors by few during the day. At night, some awakened. Dishes, windows, doors disturbed; walls make cracking sound. Sensation like heavy truck striking building. Standing motor cars rocked noticeably.
Felt by nearly everyone; many awakened. Some dishes, windows broken. Unstable objects overturned. Pendulum clocks may stop.
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Abbreviated Modified Mercalli Scale
Felt by all, many frightened. Some heavy furniture moved; a few instances of fallen plaster. Damage slight.
Damage negligible in buildings of good design and construction; slight to moderate in well-built ordinary structures; considerable damage in poorly built or badly designed structures; some chimneys broken.
Damage slight in specially designed structures; considerable damage in ordinary substantial buildings with partial collapse. Damage great in poorly built structures. Fall of chimneys, factory stacks, columns, monuments, walls. Heavy furniture overturned.
Damage considerable in specially designed structures; well-designed frame structures thrown out of plumb. Damage great in substantial buildings, with partial collapse. Buildings shifted off foundations.
Abbreviated Modified Mercalli Scale
Felt by all, many frightened. Some heavy furniture moved; a few instances of fallen plaster. Damage slight.
Damage negligible in buildings of good design and construction; slight to moderate in well-built ordinary structures; considerable damage in poorly built or badly designed structures; some chimneys broken.
Damage slight in specially designed structures; considerable damage in ordinary substantial buildings with partial collapse. Damage great in poorly built structures. Fall of chimneys, factory stacks, columns, monuments, walls. Heavy furniture overturned.
Damage considerable in specially designed structures; well-designed frame structures thrown out of plumb. Damage great in substantial buildings, with partial collapse. Buildings shifted off foundations.
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Abbreviated Modified Mercalli Scale
Some well-built wooden structures destroyed; most masonry and frame structures destroyed with foundations. Rails bent.
Few, if any (masonry) structures remain standing. Bridges destroyed. Rails bent greatly.
Damage total. Lines of sight and level are distorted. Objects thrown into the air.
Abbreviated Modified Mercalli Scale (continued)
Some well-built wooden structures destroyed; most masonry and frame structures destroyed with foundations. Rails bent.
Few, if any (masonry) structures remain standing. Bridges destroyed. Rails bent greatly.
Damage total. Lines of sight and level are distorted. Objects thrown into the air.
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Tsunamis and Floods
Most losses in US
Annually most deadly in US – average 127 deaths
Half of deaths in automobiles
In U.S., Over $5 billion in losses annually
Similar patterns world wide
25,000 deaths annually
$50 billion in losses annually
Most deadly in Asia
Tsunamis and Floods
Most losses in US
Annually most deadly in US – average 127 deaths
Half of deaths in automobiles
In U.S., Over $5 billion in losses annually
Similar patterns world wide
25,000 deaths annually
$50 billion in losses annually
Most deadly in Asia
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Wildfire Patterns
U.S. Cases dramatically increased since 1987
4 times as many events over 6 times the area
Causes include:
Warming trends
Federal banning of strategic burning
More homes next to forests
Australia suffering from similar patterns
More and worse events
Similar causes
Wildfire Patterns
U.S. Cases dramatically increased since 1987
4 times as many events over 6 times the area
Causes include:
Warming trends
Federal banning of strategic burning
More homes next to forests
Australia suffering from similar patterns
More and worse events
Similar causes
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Other Hazards
Volcanoes
Worldwide
Rare but can be devastating
Disrupt air travel and electronics
Global Warning
Data suggest warming over last century
Causes still not clear
Sunspots and other solar patterns?
Human generation of carbon dioxide?
Biological events
Black plague
1917 influenza
Recent
SARS
H1N1 threat
Ebola
Chemical incidents
Chernobyl
Institute, West Virginia
Gulf oil spill
Other Hazards
Volcanoes
Worldwide
Rare but can be devastating
Disrupt air travel and electronics
Global Warning
Data suggest warming over last century
Causes still not clear
Sunspots and other solar patterns?
Human generation of carbon dioxide?
Chemical incidents
Chernobyl
Institute, West Virginia
Gulf oil spill
Biological events
Black plague
1917 influenza
Recent
SARS
H1N1 threat
Ebola
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Radiological and Nuclear
These hazards have a high “fear factor”
Low probability / high consequence events
Radiological events
Three mile island
Chernobyl
Japan catastrophe
Nuclear events
World war II nuclear bombs
Terrorist threat
Radiological and Nuclear
These hazards have a high “fear factor”
Low probability / high consequence events
Radiological events
Three mile island
Chernobyl
Japan catastrophe
Nuclear events
World war II nuclear bombs
Terrorist threat
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Terrorism
Not a new means of political violence
Primary use of CBRN options
Create fear
Acts of terrorism is on the rise
More distinct since September 11, 2001 attacks
Year 2009 example
11,000 attacks
About 15,000 deaths
About 24,000 injuries
Asia area of many attacks
Terrorism
Not a new means of political violence
Primary use of CBRN options
Create fear
Acts of terrorism is on the rise
More distinct since September 11, 2001 attacks
Year 2009 example
11,000 attacks
About 15,000 deaths
About 24,000 injuries
Asia area of many attacks
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New and Emerging Hazards
NaTechs
Hurricane sandy
Hurricane Katrina
Hurricane, flooding, levee failure, chemical soup
Compounding natural disasters
Japanese catastrophe
Earthquake, tsunami, nuclear plant meltdown and radiation
Computer failures and cyber terrorism
Pandemics and bioterrorism
Outer space hazards
Solar flares destroying electrical circuits
Asteroids
In short, Quarantelli’s prediction is worth considering
New and Emerging Hazards
NaTechs
Hurricane sandy
Hurricane Katrina
Hurricane, flooding, levee failure, chemical soup
Compounding natural disasters
Japanese catastrophe
Earthquake, tsunami, nuclear plant meltdown and radiation
Computer failures and cyber terrorism
Pandemics and bioterrorism
Outer Space Hazards
Solar Flares destroying electrical circuits
Asteroids
In short, Quarantelli’s prediction is worth considering
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Student interactivity exercises
Write a one page paper in essay format using APA 6th edition format answering the following questions:
1) What are the factors that could explain why the number of natural disasters continue to be increasing? Is it that there are just more disasters, other factors, or both?
2) What is the general purpose(s) of the disaster scales presented in this chapter? How are they used? For whom are these scales useful?
3) What are some NaTech events that could impact your community? Is there any way to identify prepare for or mitigate NaTechs?
4) What are some examples of natural or technological disasters that could also be used as tools by terrorists?
Student Interactivity Exercises
Write a one page paper in essay format using APA 6th edition format answering the following questions:
What are the factors that could explain why the number of natural disasters continue to be increasing? Is it that there are just more disasters, other factors, or both?
What is the general purpose(s) of the disaster scales presented in this chapter? How are they used? For whom are these scales useful?
What are some NaTech events that could impact your community? Is there any way to identify prepare for or mitigate NaTechs?
What are some examples of natural or technological disasters that could also be used as tools by terrorists?
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Student interactivity exercises
Your exercises for this module should be submitted in one document and should be grammatically correct, with the correct spelling using the APA 6th edition format. Each exercise should be a separate page in your document; all work will be submitted in one file. When you complete one exercise, start the next exercise on the next page. You also need to have a cover sheet and references page using APA 6th edition format; the body of the paper needs to be in APA 6th edition format as well.
Student Interactivity Exercises
Your exercises for this module should be submitted in one document and should be grammatically correct, with the correct spelling using the APA 6th Edition format. Each exercise should be a separate page in your document; all work will be submitted in one file. When you complete one exercise, start the next exercise on the next page. You also need to have a cover sheet and references page using APA 6th Edition format; the body of the paper needs to be in APA 6th Edition format as well.
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Student interactivity exercises
FEMA Computer Based Training: Lesson 2 - Emergency Management Partners
Once you have completed a lesson, you are required to take a screenshot of the “lessons list” and paste it onto the final pages of your Student Interactivity Exercises following the references page (if used). You must paste the screenshot at the end of the Student Interactivity Exercises as proof that the lesson has been completed. There should be a checkmark next to the completed lesson. Failure to do so will result in the loss of the points associated with the FEMA Training.
Student Interactivity Exercises
FEMA Computer Based Training: Lesson 2 - Emergency Management Partners
Once you have completed a lesson, you are required to take a screenshot of the “lessons list” and paste it onto the final pages of your Student Interactivity Exercises following the references page (if used). You must paste the screenshot at the end of the Student Interactivity Exercises as proof that the lesson has been completed. There should be a checkmark next to the completed lesson. Failure to do so will result in the loss of the points associated with the FEMA Training.
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Additional resources
FEMA planning resources: http://www.Fema.Gov/emergency/disasterhousing/planning_resources.Shtm
Comprehensive preparedness guide 101: http://www.Fema.Gov/pdf/about/divisions/npd/CPG_101_V2.Pdf.
National response framework resource center: http://www.Fema.Gov/emergency
Additional Resources
FEMA planning resources: http://www.Fema.Gov/emergency/disasterhousing/planning_resources.Shtm
Comprehensive preparedness guide 101: http://www.Fema.Gov/pdf/about/divisions/npd/CPG_101_V2.Pdf.
National response framework resource center: http://www.Fema.Gov/emergency
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