1200 ERM MOD 2 ASSN
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ERM1200-ModuleTwoLecture-LTRevisionsPPTINFO.pptxERM 1200 Introduction to Emergency Management
Module 2: Chapters 7, 8, and 9
Course Description
ERM 1200 Introduction to Emergency Management provides an overview of the history and current status of the emergency management discipline. Topics include an introduction to areas of emergency management responsibility including risk assessment, mitigation, preparedness, communications, response and recovery.
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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.
If you haven’t done so already: Go to the federal emergency management agency website and register as a student in independent studies. You will then receive a student identification number, which will be important. If you cannot obtain a student ID, inform your instructor. You will need a student identification number in order to take the final exam for this course. Link: http://www.Training.Fema.Gov/is/courseoverview.Aspx?Code=is-230.D
Read the FEMA course “IS-230.D: Fundamentals of Emergency Management” overview.
How to Prepare
Tips for preparing for the material in this module
Read the chapters before listening to the lecture.
This course relies heavily on content from the federal emergency management agency emergency management institute and the community emergency response team in your area.
Go to the federal emergency management agency website and register as a student in independent studies. You will then receive a student identification number, which will be important. If you cannot obtain a student ID, inform your instructor. You will need a student identification number in order to take the final exam for this course. Link: http://www.Training.Fema.Gov/is/courseoverview.Aspx?Code=is-230.D
Read the FEMA course “IS-230.D: Fundamentals of Emergency Management” overview.
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Module 2 At A Glance: Chapters 7, 8, 9
Chapter 7: Disaster Planning
Chapter 8: Disaster Response
Chapter 9: Disaster Recovery
Module 2 At A Glance
Chapter 7: Disaster Planning
Chapter 8: Disaster Response
Chapter 9: Disaster Recovery
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Chapter 7 Learning Objectives:
Understand that disaster planning serves as a central means to enhance all levels of preparedness.
Explain why disaster planning is a process, not just completing a piece of paper.
Outline critical steps involved in family and household disaster planning.
Describe fundamental steps involved in organizational and community disaster planning.
Identify career paths in disaster planning as well as volunteer opportunities.
Chapter 7 Learning Objectives
Understand that disaster planning serves as a central means to enhance all levels of preparedness.
Explain why disaster planning is a process, not just completing a piece of paper.
Outline critical steps involved in family and household disaster planning.
Describe fundamental steps involved in organizational and community disaster planning.
Identify career paths in disaster planning as well as volunteer opportunities.
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Key Points
People are not well prepared and lack plans
Too busy–other priorities–can’t afford it–don’t like to think about it
Businesses often lack sufficient plans
Planning is a process
Key Points
People are not well prepared and lack plans
Too busy–other priorities–can’t afford it–don’t like to think about it
Businesses often lack sufficient plans
Planning is a process
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Planning Principles (Quarantelli)
Disasters are different from day to day accidents and emergencies
A plan is not the final outcome of disaster planning – because planning never stops
Creating A plan means assuming an agent generic approach toward planning
Not creating a plan for each specific type of hazard
Planning Principles (Quarantelli)
Disasters are different from day to day accidents and emergencies
A plan is not the final outcome of disaster planning – because planning never stops
Creating A plan means assuming an agent generic approach toward planning
Not creating a plan for each specific type of hazard
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Planning Principles
Plans must assume that unpredictable events, improvisation and group emergence will occur
Plans must focus on coordination and flexibility, not on maintaining a rigid command and control bureaucracy
The planning process should create a set of general guidelines or principles for a disaster Response
Planning Principles
Plans must assume that unpredictable events, improvisation and group emergence will occur
Plans must focus on coordination and flexibility, not on maintaining a rigid command and control bureaucracy.
The planning process should create a set of general guidelines or principles for a disaster response
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Planning Principles
Disaster plans must avoid integrating the myths of such events as mass hysteria, panic, looting and other incorrect assumptions of general anti-social behavior by the victims
The planning process must stress people working together on the plan within organizations and across organizations
The planning process and plans must be guided by the science of disaster behavior
Although disaster planning is part of the “preparedness” phase of disasters, planning should also integrate mitigation, response and recovery
Planning Principles
Disaster plans must avoid integrating the myths of such events as mass hysteria, panic, looting and other incorrect assumptions of general anti-social behavior by the victims
The planning process must stress people working together on the plan within organizations and across organizations
The planning process and plans must be guided by the science of disaster behavior
Although disaster planning is part of the “preparedness” phase of disasters, planning should also integrate mitigation, response and recovery
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TWO KEY POINTS
Planning is a process not a piece of paper
Networks, networks, and more networks
Two Key Points
Planning is a process not a piece of paper
Networks, networks, and more networks
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Types of Planning
Planning across the life cycle
Response plans/emergency operations plans–recovery
Pre-event recovery planning
Post-event recovery planning mitigation planning
Business continuity planning–response plans/emergency operations plans
Types of Planning
Planning across the life cycle
Response plans/emergency operations plans–recovery
Pre-event recovery planning
Post-event recovery planning mitigation planning
Business continuity planning–response plans/emergency operations plans
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Personal and Household Planning
Identify area hazards
Make a plan: communications, reunification
Create a ready kit
Determine protective actions by hazard
Assist socially vulnerable household members and neighbors with advance planning
Remember pets
Personal and Household Planning
Identify area hazards
Make a plan: communications, reunification
Create a ready kit
Determine protective actions by hazard
Assist socially vulnerable household members and neighbors with advance planning
Remember pets
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Community Based Planning
Leverages social capital that people bring to the planning process
Involve a wide range of stakeholders to increase bridging social capital
Diversify outreach and informational campaigns to reach a broad base of the community
Community Based Planning
Leverages social capital that people bring to the planning process
Involve a wide range of stakeholders to increase bridging social capital
Diversify outreach and informational campaigns to reach a broad base of the community
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Box 7.2 Strategies to Involve the Public Source: Natural Hazards Center and Public Entity Risk Institute (2006)
Social media
Websites
Online surveys
Electronic town halls
Charettes
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Radio/TV call in shows
Public meetings
Workshops
Field trips
Box 7.2 Strategies to Involve the Public Source: Natural Hazards Center and Public Entity Risk Institute (2006)
Social media
Websites
Online surveys
Electronic town halls
Charettes
Radio/TV call in shows
Public meetings
Workshops
Field trips
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Planning Guidance in the U.S.
FEMA, CPG 101 – state and local guidance
National response framework
National Incident Management System (NIMS)
Incident Command System (ICS)
Emergency Support Functions (ESFs)
Lead/primary and support agencies
Planning Guidance in the U.S.
FEMA, CPG 101 – state and local guidance
National response framework
National Incident Management System (NIMS)
Incident Command System (ICS)
Emergency Support Functions (ESFs)
Lead/primary and support agencies
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Cross-National Guidance Pandemic Planning
Interpandemic period:
Phase 1: No new strain in humans but may be present In animals
Phase 2: Virus circulating in animals
Pandemic alert period:
Phase 3: Human illnesses develop but not transmitted to other humans
Phase 4: Illness is transmitted in small, localized clusters
Phase 5: Larger clusters but still localized, pandemic possible
Pandemic period: Phase 6: Rapid transmission across populations and locations
Post pandemic period: Return to normal
Cross-National Guidance Pandemic Planning
Interpandemic period:
Phase 1: No new strain in humans but may be present In animals
Phase 2: Virus circulating in animals
Pandemic alert period:
Phase 3: Human illnesses develop but not transmitted to other humans
Phase 4: Illness is transmitted in small, localized clusters
Phase 5: Larger clusters but still localized, pandemic possible
Pandemic period: Phase 6: Rapid transmission across populations and locations
Post pandemic period: Return to normal
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Pandemic Planning Principles For Socially Vulnerable Populations
Identify historically disadvantaged populations as among those most likely to be affected by a pandemic
Involve these populations in planning for a potential pandemic
List and design solutions for special needs that may exist within the population
Pandemic Planning Principles for Socially Vulnerable Populations
Identify historically disadvantaged populations as among those most likely to be affected by a pandemic
Involve these populations in planning for a potential pandemic
List and design solutions for special needs that may exist within the population
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Working and Volunteering in Planning
Working:
Planners – community development, emergency management, public health, businesses, etc.
Exercise and training specialists, consultants
Volunteering:
Join your local mitigation planning team
Participate in exercises and tabletops
Working and Volunteering in Planning
Working:
Planners – community development, emergency management, public health, businesses, etc.
Exercise and training specialists, consultants
Volunteering:
Join your local mitigation planning team
Participate in exercises and tabletops
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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 7:
1) Why is planning best thought of as a process? Why is pre-disaster planning recommended?
2) What do see as the critical steps to take in forming a planning team?
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 7:
Why is planning best thought of as a process? Why is pre-disaster planning recommended?
What do see as the critical steps to take in forming a planning team?
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 3 - Emergency Management Key Components
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 3 - Emergency Management Key Components
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 2 At A Glance: Chapters 7, 8, 9
Chapter 7: Disaster Planning
Chapter 8: Disaster Response
Chapter 9: Disaster Recovery
Module 2 At A Glance
Chapter 7: Disaster Planning
Chapter 8: Disaster Response
Chapter 9: Disaster Recovery
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Chapter 8 Learning Objectives:
Understand the response phase in the context of comprehensive emergency management, and describe inaccuracies in the "command post" image of emergency managers.
Define the response phase of disasters and identify some of the major activities typically undertaken during that period.
Describe the process of issuing disaster warnings and identify the characteristics of effective disaster warnings that lead people to take appropriate protective actions.
Discuss various myths about how individuals, organizations, and communities respond to disasters, and identify sources of those myths.
Chapter 8 Learning Objectives
Understand the response phase in the context of comprehensive emergency management, and describe inaccuracies in the "command post" image of emergency managers.
Define the response phase of disasters and identify some of the major activities typically undertaken during that period.
Describe the process of issuing disaster warnings and identify the characteristics of effective disaster warnings that lead people to take appropriate protective actions.
Discuss various myths about how individuals, organizations, and communities respond to disasters, and identify sources of those myths.
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Chapter 8 Learning Objectives:
Contrast myths with research-based findings on how individuals, organizations, and communities actually respond to disasters, and identify various sources and limitations of community resilience.
Situate the response phase in an international context, and identify relevant issues to consider in applying research findings to developing countries.
Identify the most common problems that arise during the response phase and discuss effective principles of emergency management to overcome those challenges.
Chapter 8 Learning Objectives
Contrast myths with research-based findings on how individuals, organizations, and communities actually respond to disasters, and identify various sources and limitations of community resilience.
Situate the response phase in an international context, and identify relevant issues to consider in applying research findings to developing countries.
Identify the most common problems that arise during the response phase and discuss effective principles of emergency management to overcome those challenges.
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Key Points
There are many myths about how people behave in disaster, all of which assume chaos, social breakdown, irrationality, and helplessness
The reality of how people respond to disasters is quite different—individuals are resourceful, organizations are adaptive, and communities are resilient
Effective disaster response emphasizes coordination, communication, and flexibility
Key Points
There are many myths about how people behave in disaster, all of which assume chaos, social breakdown, irrationality, and helplessness
The reality of how people respond to disasters is quite different—individuals are resourceful, organizations are adaptive, and communities are resilient
Effective disaster response emphasizes coordination, communication, and flexibility
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The Command Post View of Emergency Management
Ignores the other phases of disaster
Envisions chaos
Assumes the need for command and control
The Command Post View of Emergency Management
Ignores the other phases of disaster
Envisions chaos
Assumes the need for command and control
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Getting Started: Defining Response
The response phase is defined as activities, “...Designed to provide emergency assistance for casualties…seek to reduce the probability of secondary damage…and to speed recovery operations” (national governor’s report 1979, pp. 13-14).
Tierney, Lindell, and Perry (2001, p. 81) define disaster response activities as, "...Actions taken at the time a disaster strikes that are intended to reduce threats to life safety, to care for victims, and to contain secondary hazards and community losses."
There are two sets of demands that emergency managers must address during the response phase:
Disaster-induced demands involve the need to care for victims and deal with physical damage and social disruption caused by the event.
Response-induced demands include the need to coordinate the activities of the multitude of individuals and organizations involved in the response.
Getting Started: Defining Response
The response phase is defined as activities, “...Designed to provide emergency assistance for casualties…seek to reduce the probability of secondary damage…and to speed recovery operations” (national governor’s report 1979, pp. 13-14).
Tierney, Lindell, and Perry (2001, p. 81) define disaster response activities as, "...Actions taken at the time a disaster strikes that are intended to reduce threats to life safety, to care for victims, and to contain secondary hazards and community losses."
There are two sets of demands that emergency managers must address during the response phase:
Disaster-induced demands involve the need to care for victims and deal with physical damage and social disruption caused by the event.
Response-induced demands include the need to coordinate the activities of the multitude of individuals and organizations involved in the response.
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Typical Response Activities
Drabek (1986) separates response activities into two sub-phases:
Pre-impact mobilization: warning the public, initiating evacuation, establishing shelters, mobilizing personnel and resources, etc.
Post-impact emergency actions: search and rescue, providing medical care to the injured, etc.
Tierney et al. (2001: 75) identify four related activities:
Emergency assessment (e.g., damage assessment)
Expedient hazard mitigation (e.g., boarding windows)
Protective response (e.g., search and rescue)
Incident management (e.g., activating EOC)
Typical Response Activities
Drabek (1986) separates response activities into two sub-phases:
Pre-impact mobilization: warning the public, initiating evacuation, establishing shelters, mobilizing personnel and resources, etc.
Post-impact emergency actions: search and rescue, providing medical care to the injured, etc.
Tierney et al. (2001: 75) identify four related activities:
Emergency assessment (e.g., damage assessment)
Expedient hazard mitigation (e.g., boarding windows)
Protective response (e.g., search and rescue)
Incident management (e.g., activating EOC)
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The Warning Process
Receiving the warning.
Understanding the warning.
Believing the warning is credible.
Confirming the threat.
Personalizing the threat.
Determining whether protective action is needed and feasible.
Taking protective action.
Sources: Mileti (1999, p. 191); Sorensen and Sorensen (2006, p. 191); National Research Council (2010, p. 11).
The Warning Process
Receiving the warning.
Understanding the warning.
Believing the warning is credible.
Confirming the threat.
Personalizing the threat.
Determining whether protective action is needed and feasible.
Taking protective action.
Sources: Mileti (1999, p. 191); Sorensen and Sorensen (2006, p. 191); National Research Council (2010, p. 11).
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Taking Protective Action
Sheltering in place
Common in tornadoes and hazardous materials releases.
Warning message should provide specific instructions (e.g., Going into a basement or safe room, keeping windows closed, etc.).
Temporary public sheltering
Usage rates tend to be relatively low because of people’s reliance on friends and family.
New shelters should be opened “as-needed” as existing ones begin to fill up.
Evacuating
People are often reluctant to leave what is familiar to them.
Fear of looting can also impede evacuation.
Taking protective Action
Sheltering in place
Common in tornadoes and hazardous materials releases.
Warning message should provide specific instructions (e.g., Going into a basement or safe room, keeping windows closed, etc.).
Temporary public sheltering
Usage rates tend to be relatively low because of people’s reliance on friends and family.
New shelters should be opened “as-needed” as existing ones begin to fill up.
Evacuating
People are often reluctant to leave what is familiar to them.
Fear of looting can also impede evacuation.
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Factors Affecting Evacuation and Public Shelter Usage
Protective actions are more likely to be taken when there are higher levels of overall community preparedness.
Those more likely to take protective action include women, non-minorities, households with children present, and those with higher levels of education and socioeconomic status, greater knowledge about and heightened perception of risk, and higher levels of community involvement.
Impediments include fear of looting, pet ownership, physical disabilities, and ineffective warnings.
Factors Affecting Evacuation and Public Shelter Usage
Protective actions are more likely to be taken when there are higher levels of overall community preparedness.
Those more likely to take protective action include women, non-minorities, households with children present, and those with higher levels of education and socioeconomic status, greater knowledge about and heightened perception of risk, and higher levels of community involvement.
Impediments include fear of looting, pet ownership, physical disabilities, and ineffective warnings.
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Characteristics of Effective Disaster Warnings
Broadcast frequently across multiple media.
Consistent in content and tone over time and across media outlets.
Crafted to reach diverse audiences.
Specific and accurate about where the hazard is taking place and to whom the message applies.
Clear (no technical jargon) with specific instructions on what actions to take, when, and why.
Truthful and authoritative and delivered by an identifiable and credible source.
Sources: Mileti (1999); Aguirre (1988); National Science and Technology Council (2000); National Research Council (2010).
Characteristics of Effective Disaster Warnings
Broadcast frequently across multiple media.
Consistent in content and tone over time and across media outlets.
Crafted to reach diverse audiences.
Specific and accurate about where the hazard is taking place and to whom the message applies.
Clear (no technical jargon) with specific instructions on what actions to take, when, and why.
Truthful and authoritative and delivered by an identifiable and credible source
Sources: Mileti (1999); Aguirre (1988); National Science and Technology Council (2000); National Research Council (2010).
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Characteristics of Effective Disaster Warnings
Encourage family planning for evacuation.
Promote media consistency.
Utilize forceful but not mandatory evacuation policies.
Allay public fears of looting.
Facilitate transportation.
Establish family message center
Source: Drabek (2010).
Characteristics of Effective Disaster Warnings
Encourage family planning for evacuation.
Promote media consistency.
Utilize forceful but not mandatory evacuation policies.
Allay public fears of looting.
Facilitate transportation.
Establish family message center
Source: Drabek (2010).
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Disaster Response: Myths and Realities
The myth-based view assumes that society is fragile and disasters cause a breakdown in social order, which leads to lawlessness, conflict, and chaos.
The research-based view recognizes that society is resilient and disasters typically result in increased helping behavior, consensus, and enhanced social solidarity during the response phase.
Individual-level myths
Panic –Shock and dependency (e.g., PTSD)
Organizational-level myths
Only emergency-related organizations will respond
Role abandonment will occur
Community-level myths
Social disorganization and conflict
Increased crime and widespread looting
Disaster Response: Myths and Realities
The myth-based view assumes that society is fragile and disasters cause a breakdown in social order, which leads to lawlessness, conflict, and chaos.
The research-based view recognizes that society is resilient and disasters typically result in increased helping behavior, consensus, and enhanced social solidarity during the response phase.
Individual-level myths
Panic –Shock and dependency (e.g., PTSD)
Organizational-level myths
Only emergency-related organizations will respond
Role abandonment will occur
Community-level myths
Social disorganization and conflict
Increased crime and widespread looting
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Sources of Disaster Myths
Mass media
Institutional interests (e.g., Security contractors and technology firms)
Society at large—images of chaos reaffirm the need for social order (Quarantelli, 2002)
Sources of Disaster Myths
Mass media
Institutional interests (e.g., Security contractors and technology firms)
Society at large—images of chaos reaffirm the need for social order (Quarantelli, 2002)
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The Research-Based View of Disaster Response
Individual-level realities: (1) self-efficacy (e.g., Disaster victims as “first-responders;” (2) convergence behavior, mass influx of people, supplies, donations, and information; (3) lack of panic, maintenance of social norms and relationships
Organizational-level realities and involvement of numerous and diverse organizations (see figure 8.1organizational typology)
Role embracement rather than role abandonment (see box 8.4 on the health problems of 9/11 workers)
Community-level realities: crime rates drop and social solidarity increases–“therapeutic communities”
“Contrary to the traditional pictures of man and society in the process of disintegration, disaster studies show that human societies have enormous resilience and recuperative power...“ (Fritz, 1961, p. 694).
The Research-Based View of Disaster Response
Individual-level realities: (1) self-efficacy (e.g., Disaster victims as “first-responders;” (2) convergence behavior, mass influx of people, supplies, donations, and information; (3) lack of panic, maintenance of social norms and relationships
Organizational-level realities and involvement of numerous and diverse organizations (see figure 8.1organizational typology)
Role embracement rather than role abandonment (see box 8.4 on the health problems of 9/11 workers)
Community-level realities: crime rates drop and social solidarity increases–“therapeutic communities”
“Contrary to the traditional pictures of man and society in the process of disintegration, disaster studies show that human societies have enormous resilience and recuperative power...“ (Fritz, 1961, p. 694).
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Figure 8.1 Organizational Typology
| Regular Tasks | Non-regular Tasks | |
| Existing Structure | Established, Type I | Extending, Type III |
| New Structure | Expanding, Type II | Emergent, Type IV |
Figure 8.1 Organizational Typology
Regular Tasks
Non-regular Tasks
Existing Structure
Established, Type I
Extending, Type III
New Structure
Expanding, Type II
Emergent, Type IV
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Sources and Limitations of Community Resilience
Sources
Relatively low impacts of U.S. Disasters–disasters are shared experiences
“Emergency consensus” on community priorities
Social capital
Limitations
Catastrophic events create more problems
Vulnerable populations are more severely impacted than others
Technological disasters sometimes produce conflict and “corrosive communities”
Sources and Limitations of Community Resilience
Sources
Relatively low impacts of U.S. Disasters–disasters are shared experiences
“Emergency consensus” on community priorities
Social capital
Limitations
Catastrophic events create more problems
Vulnerable populations are more severely impacted than others
Technological disasters sometimes produce conflict and “corrosive communities”
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Disaster Response in International Context
Disasters are particularly devastating for the least developed countries of the world where the vast majority of disaster-related deaths occur.
Heightened vulnerability stems from:
Extreme poverty
Vulnerable physical infrastructure
Sizable death tolls of disasters negatively impact social capital
Weak or ineffective political institutions.
Lack of effective warning systems
Increased presence of technological hazards
Disaster Response in International Context
Disasters are particularly devastating for the least developed countries of the world where the vast majority of disaster-related deaths occur.
Heightened vulnerability stems from:
Extreme poverty
Vulnerable physical infrastructure
Sizable death tolls of disasters negatively impact social capital
Weak or ineffective political institutions.
Lack of effective warning systems
Increased presence of technological hazards
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Disaster Response and the Principles of Effective Emergency Management
Problems of coordination and communication can be alleviated through:
Comprehensive emergency management which recognizes commonalities among different types of disasters (i.e., all-hazards) and emphasizes all four phases of disasters.
Integrated emergency management which recognizes that all kinds of organizations are involved in responding to disasters.
Coordination facilitated through enhanced EOC design (see box 8.5),appropriate incident management frameworks, and appropriate use of new technologies)
Flexibility: Individual-level improvisation and organizational-level adaptation
Disaster Response and the Principles of Effective Emergency Management
Problems of coordination and communication can be alleviated through:
Comprehensive emergency management which recognizes commonalities among different types of disasters (i.e., all-hazards) and emphasizes all four phases of disasters.
Integrated emergency management which recognizes that all kinds of organizations are involved in responding to disasters.
Coordination facilitated through enhanced EOC design (see box 8.5),appropriate incident management frameworks, and appropriate use of new technologies)
Flexibility: Individual-level improvisation and organizational-level adaptation
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Limitations on Flexibility in Disaster Response
Internal organizational constraints
Strict adherence to written rules and procedures
Extensive specialization of tasks and accompanying diffusion of responsibility
Over-reliance on technology
External constraints
Legal climate (e.g., fear of litigation)
Centralization and bureaucratization of emergency management (e.g., DHS)
Limitations on Flexibility in Disaster Response
Internal organizational constraints
Strict adherence to written rules and procedures
Extensive specialization of tasks and accompanying diffusion of responsibility
Over-reliance on technology
External constraints
Legal climate (e.g., fear of litigation)
Centralization and bureaucratization of emergency management (e.g., DHS)
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Working and Volunteering in Response
Emergency managers work in such places as local, county, state and federal emergency management agencies and offices of homeland security.
First-responders work for police and fire departments and in emergency medical services.
Volunteer opportunities include red cross, salvation army, citizen corps, community emergency response teams(cert), medical reserve corps, map your neighborhood programs and others.
Additional training can include FEMA independent courses on the national incident management system, voluntary organizations, basic first aid and cardio-pulmonary resuscitation (CPR) courses, and others.
Working and Volunteering in Response
Emergency managers work in such places as local, county, state and federal emergency management agencies and offices of homeland security.
First-responders work for police and fire departments and in emergency medical services.
Volunteer opportunities include red cross, salvation army, citizen corps, community emergency response teams(cert), medical reserve corps, map your neighborhood programs and others.
Additional training can include FEMA independent courses on the national incident management system, voluntary organizations, basic first aid and cardio-pulmonary resuscitation (CPR) courses, and others.
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STUDENT INTERACTIVITY EXERCISES
In a one page paper in essay format using APA 6th Edition format answer the following questions for questions 1 and 2:
Locate the CERT team in your area by going to the following site and entering your zip code: http://www.Citizencorps.Fema.Gov/cc/searchcert.Do?Submitbyzip
Discuss the CERT Team in your area. Include their name, where they are located, when they meet and if you will join and why. Also state if you are already a member and for how long.
Complete the CERT #1 and #2 Exercises and submit through Blackboard.
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 for questions 1 and 2:
Locate the CERT team in your area by going to the following site and entering your zip code: http://www.Citizencorps.Fema.Gov/cc/searchcert.Do?Submitbyzip
Discuss the CERT Team in your area. Include their name, where they are located, when they meet and if you will join and why. Also state if you are already a member and for how long.
Complete the CERT #1 and #2 Exercises and submit through Blackboard.
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) Describe the warning process. What are the characteristics of effective disaster warnings?
2) Compare and contrast the myth-based and research-based views of disaster response. What does each say about individual, organizational, and community responses to disaster?
3) Discuss the concept of disaster resilience. What are the sources of people's resilience? What are some limitations to resilience?
Student Interactivity Exercises
Write a one page paper in essay format using APA 6th edition format answering the following questions:
Describe the warning process. What are the characteristics of effective disaster warnings?
Compare and contrast the myth-based and research-based views of disaster response. What does each say about individual, organizational, and community responses to disaster?
Discuss the concept of disaster resilience. What are the sources of people's resilience? What are some limitations to resilience?
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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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Module 2 At A Glance: Chapters 7, 8, 9
Chapter 7: Disaster Planning
Chapter 8: Disaster Response
Chapter 9: Disaster Recovery
Module 2 At A Glance
Chapter 7: Disaster Planning
Chapter 8: Disaster Response
Chapter 9: Disaster Recovery
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Chapter 9 Learning Objectives:
Define, describe and understand recovery as a process that occurs in both short-term and long-term periods.
Base recovery processes on principles that promote a holistic and sustainable outcome for future events and populations likely to be affected.
Outline the key recovery challenges that are faced by those affected and those who seek to help.
Situate recovery planning as a community-based process that produces a consensus-based vision.
Encourage mitigation as a central element of recovery planning.
Chapter 9 Learning Objectives
Define, describe and understand recovery as a process that occurs in both short-term and long-term periods.
Base recovery processes on principles that promote a holistic and sustainable outcome for future events and populations likely to be affected.
Outline the key recovery challenges that are faced by those affected and those who seek to help.
Situate recovery planning as a community-based process that produces a consensus-based vision.
Encourage mitigation as a central element of recovery planning.
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Chapter 9 Learning Objectives:
Encourage mitigation as a central element of recovery planning.
Demonstrate an appreciation for the breadth of recovery planning elements that must be part of rebuilding a community.
Identify opportunities for professional work.
Chapter 9 Learning Objectives
Encourage mitigation as a central element of recovery planning.
Demonstrate an appreciation for the breadth of recovery planning elements that must be part of rebuilding a community.
Identify opportunities for professional work.
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Preliminary Damage Assessment
Number and type of houses damaged as well as the extent of damage, from minor to completely destroyed.
Consideration of populations that may require additional assistance such as people living in local nursing homes, assisted living facilities, state schools and group homes.
Impact on local utilities including power, telephone, cell towers, gas, water, and storm water drainage.
Damage to critical infrastructure such as bridges, under passes, railroads, subways, airports, waterways, and roads.
Preliminary Damage Assessment
Number and type of houses damaged as well as the extent of damage, from minor to completely destroyed.
Consideration of populations that may require additional assistance such as people living in local nursing homes, assisted living facilities, state schools and group homes.
Impact on local utilities including power, telephone, cell towers, gas, water, and storm water drainage.
Damage to critical infrastructure such as bridges, under passes, railroads, subways, airports, waterways, and roads.
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Preliminary Damage Assessment
The impacts on local cultural and historical resources that represent a shared identity and heritage and may impact tourism and the local economy.
The hit taken by local businesses, including home-based, locally-owned, franchise, corporate and other types of businesses.
Preliminary Damage Assessment
The impacts on local cultural and historical resources that represent a shared identity and heritage and may impact tourism and the local economy.
The hit taken by local businesses, including home-based, locally-owned, franchise, corporate and other types of businesses.
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Collaboration Needed
Public works.
Waste removal and the landfill authorities.
Public information to educate the public.
A concern with vulnerable populations.
Chambers of commerce and local business associations.
Educators from pre-school through college and university levels.
Elected officials.
Recovery teams and consultants.
Federal, state and local government.
Relief organizations.
Local faith-based and community organizations.
Code officials and building inspectors.
Planners that think holistically.
Parks and recreation, police and fire, environmental organizations, sports teams……who else?
Collaboration Needed
Public works.
Waste removal and the landfill authorities.
Public information to educate the public.
A concern with vulnerable populations.
Chambers of commerce and local business associations.
Educators from pre-school through college and university levels.
Elected officials.
Recovery teams and consultants.
Federal, state and local government.
Relief organizations.
Local faith-based and community organizations.
Code officials and building inspectors.
Planners that think holistically.
Parks and recreation, police and fire, environmental organizations, sports teams……who else?
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Definitions of Recovery
Reconstruction (rebuilding)
Restoration (historic)
Restitution (legal)
Rehabilitation (improvement)
Recovery (a process)
Short term recovery
Long term recovery
Definitions of Recovery
Reconstruction (rebuilding)
Restoration (historic)
Restitution (legal)
Rehabilitation (improvement)
Recovery (a process)
Short term recovery
Long term recovery
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Recovery Challenges: HOUSING (Quarantelli)
For people displaced by the disaster: Emergency shelter
No amenities: Temporary shelter
Protection from elements, sanitation, food, water: Temporary housing
Regain basic household routine: Permanent housing
No more moves
Recovery Challenges: Housing (Quarantelli)
For people displaced by the disaster: Emergency shelter
No amenities: Temporary shelter
Protection from elements, sanitation, food, water: Temporary housing
Regain basic household routine: Permanent housing
No more moves
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Recovery Frameworks: Housing (Comerio)
The redevelopment model involves national agencies in designing a recovery.
The capital-infusion model brings outside aid in through non-governmental agencies.
The limited-intervention model where insurance pays and government combine to help.
The market model based on insurance and personal resources.
Recovery Challenges: Housing (Comerio)
The redevelopment model involves national agencies in designing a recovery.
The capital-infusion model brings outside aid in through non-governmental agencies.
The limited-intervention model where insurance pays and government combine to help.
The market model based on insurance and personal resources.
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Recovery Challenges: BUSINESSES
The range of businesses: Corporate to small business to home-based
Issues: Downtime
Cannot supply goods, services: Displacement
Time away from the location where business is conducted
Recovery Challenges: Businesses
The range of businesses: Corporate to small business to home-based
Issues: Downtime
Cannot supply goods, services: Displacement
Time away from the location where business is conducted
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Recovery Challenges: INFRASTRUCTURE
Roads, bridges, highways, levees, cell towers, power, water, waterways, airports, et al.
Direct and indirect impacts
Road closures affect businesses
Loss of power threatens a nursing home
Rebuilding strategy:
Resilient
Robust
Recovery Challenges: Infrastructures
Roads, bridges, highways, levees, cell towers, power, water, waterways, airports, et al.
Direct and indirect impacts
Road closures affect businesses
Loss of power threatens a nursing home
Rebuilding strategy:
Resilient
Robust
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Recovery Challenges: PSYCHOLOGICAL IMPACTS
Most people do well most of the time
PTSD takes about six months to diagnose
What influences trauma:
Exposure
Social support and networks
Training and education
Stress reduction activities
Psychological, spiritual and emotional care
Recovery Challenges: Psychological Impacts
Most people do well most of the time
PTSD takes about six months to diagnose
What influences trauma:
Exposure
Social support and networks
Training and education
Stress reduction activities
Psychological, spiritual and emotional care
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Recovery Challenges: ENVIRONMENT
Impact to waterways, trees, animal life
Establish plans and collaborative rescue teams before disaster strikes
How we manage disaster debris, rebuilding
Reduce, re-use, recycle, re-sell
Options:
Conserve sensitive areas
Establish more green, open spaces
Rebuild “green” and energy efficient
Recovery Challenges: Environment
Impact to waterways, trees, animal life
Establish plans and collaborative rescue teams before disaster strikes
How we manage disaster debris, rebuilding
Reduce, re-use, recycle, re-sell
Options:
Conserve sensitive areas
Establish more green, open spaces
Rebuild “green” and energy efficient
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Recovery Challenges: HISTORIC AND CULTURAL RESOURCES
Historic properties are defined as "any prehistoric or historic district, site, building, structure, or object included in, or eligible for inclusion in, the national register of historic places" (FEMA 2005).
Cultural resources include the built environment, monuments, the art and sculpture found inside museums and around our communities and the ways of life that represent a shared cultural heritage.
Recovery Challenges: Historic and Cultural Resources
Historic properties are defined as "any prehistoric or historic district, site, building, structure, or object included in, or eligible for inclusion in, the national register of historic places" (FEMA 2005).
Cultural resources include the built environment, monuments, the art and sculpture found inside museums and around our communities and the ways of life that represent a shared cultural heritage.
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Recovery Planning
Two kinds
Pre disaster
Post disaster
Planning is a process
Involve the whole community, all the stakeholders
Recovery plan elements:
Housing
Businesses
Environment
Historic and cultural
Infrastructure
Psychological
Basic Recovery Planning
Two kinds
Pre disaster
Post disaster
Planning is a process
Involve the whole community, all the stakeholders
Recovery plan elements:
Housing
Businesses
Environment
Historic and cultural
Infrastructure
Psychological
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Working and Volunteering
Disaster gypsies for FEMA
NGO teams, faith based efforts
Environmental clubs and initiatives
Civic organizations – fund raising
Work with established disaster organizations through
Fraternities, sororities
Sports teams
School clubs
Working and Volunteering
Disaster gypsies for FEMA
NGO teams, faith based efforts
Environmental clubs and initiatives
Civic organizations – fund raising
Work with established disaster organizations through
Fraternities, sororities
Sports teams
School clubs
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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. Why do historic sites need to be preserved?
3. Are communities resilient?
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 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. Why do historic sites need to be preserved?
3. Are communities resilient?
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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 4 - Emergency Management Roles
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 4 - Emergency Management Roles
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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