Disaster Management Assignment For Class 9

[Lakia Throssell]

Thiscourse examines a theoretical and practical application of disaster management activities including human behavior in emergency situations, warning, evacuation, sheltering, triage, damage assessment, disaster declaration, debris removal, media relations, crisis counseling, individual and public assistance, fiscal responsibilities, and other relevant functions. Decision making, incident command, EOC operations, coordination, and service will be examined. This course highlights several hazard types as a topical investigations, as well as the processes and considerations of management options for preparedness, response, recovery, and mitigation.

The purpose of this course is to examine key principles and concepts involving disaster management. Understanding core emergency management principles is essential to mitigating, preparing for, responding to, and recovering from disasters.

The student will complete a Research Paper providing a detailed examination of all phases of disaster management. The student will examine all phases of disaster management including: an overview of the emergency management discipline; key concepts, definitions, and perspectives; mitigation to include prevention; and preparedness, planning, response, and recovery. The following subtopics will be included within the respective phase they best fit: human behavior, warnings, evacuation, sheltering, special needs populations, triage, damage assessment, disaster declarations, debris removal, media relations, crisis counseling, and assistance, as well as fiscal issues. Decision-making, unified command, incident command, EOC operations, along with coordination efforts will be examined. The roles of faith-based agencies as well as public-private partnerships will be discussed. The student will approach it from a holistic manner considering all potential disciplines that might be involved in any phase of dealing with a disaster. Finally, biblical foundations should be addressed. The student will write a research-oriented paper in current APA format of at least 8 full pages, not counting title and reference pages. The paper must include at least 8 sources (not including the class textbook and the Bible). The paper will be submitted through Turnitin.

The student will choose a major event (disaster, incident, or catastrophe) involving homeland security (emergency management focus allowed). The student will advise the instructor, through course room email, of the event topic for approval. The student will provide an in-depth analysis of the event starting with an overview of the event. The student will analyze the use of all phases of emergency management (mitigation, preparedness, response, and recovery and the subcomponents found in each phase as was examined in Examining Disaster Management Paper Assignment) as much as is applicable to each based on the event. The analysis will be written in standard APA formatting using headings and references. A minimum of 6 references are required. The analysis/critique must be at least 6 full pages of content. The student will conclude the analysis with recommendations for improvements in any areas found to be lacking. The paper will be submitted through Turnitin.

The student will prepare a PowerPoint (Audio/Video) presentation wherein he or she will train the audience (professor and classmates). The presentation should be designed for first responders. The student will provide an overview of emergency management. The student will examine all phases of disaster management including: an overview of the emergency management discipline; key concepts, definitions, and perspectives; mitigation to include prevention; preparedness, planning, response, and recovery. The following subtopics will be included within the respective phase they best fit: human behavior, warnings, evacuation, sheltering, special needs populations, triage, damage assessment, disaster declarations, debris removal, media relations, crisis counseling, assistance, as well as fiscal issues. Decision-making, unified command, incident command, EOC operations, along with coordination efforts will be examined. The roles of faith-based agencies as well as public-private partnerships will be discussed. The student will share what was learned from the Examining Disaster Management Paper Assignment. Finally, the student will apply biblical insight into the overall issue. The presentation must include at least 10 sources (which may include the class textbook and the Bible). The student will use PPT Mix, which may be turned into a Windows Media Video WMV, to present and record his or her information. A minimum of 20 content slides are required not including the cover and reference slides. The student will, at the minimum, use the same headings as listed previously in these instructions. The presentation needs to be at least 15 minutes long and should last no more than 30 minutes maximum. References will be included on the last slide. Once submitted for grading the student will email his or her PPT video to the rest of the class for their review. The student does not have to show him or herself in the video unless they wish to.

These resources are appropriate for students from pre-kindergarten to high school. Student Tools for Emergency Planning (STEP), for grades four and five, and Teen Community Emergency Response Team (Teen CERT), for high school, include lesson plans that can be expanded and adapted for core classes and electives. Other resources on this page can be used in class and free time to begin engaging students in emergency preparedness. Embedded with real-world connections, these multidisciplinary lessons teach what to do before, during, and after an emergency while fostering critical 21st-century skills such as problem solving, teamwork, creativity, leadership, and communication.

The Prepare with Pedro: Disaster Preparedness Activity Book, a joint product of FEMA and the American Red Cross, is designed to teach young children and their families about how to stay safe during disasters and emergencies. The book follows Pedro around the United States and offers safety advice alongside crosswords, coloring pages, matching games, and more. It is available in six languages. Learn more.

Ready 2 Help is a card game that helps youth ages 8 and up understand how they can help in emergency situations. In this game, players respond to emergencies by following five simple steps to stay safe and make a difference until help arrives: Stay safe, stay calm, get help, give info, and give care.

The American Red Cross relies on volunteers to the help prevent and alleviate human suffering in the face of emergencies. Volunteers make up over 90 percent of the Disaster workforce and make it possible to respond to nearly 70,000 disasters every year, most of them home and apartment fires. Disaster volunteers also provide preparedness services and information before disaster strikes and assist those who have experienced a disaster with their recovery.

The American Red Cross provides FREE disaster training for all volunteers. Trainings are both online and in-person depending on the course. To find out more about these training opportunities please contact your local Red Cross office.

This course is the first in the Disaster Cycle Services course curriculum. It provides an overview of how DCS fulfills the Red Cross mission and describes the whole cycle process of helping individuals, families and communities to prepare for, respond to and recover from disasters. The course also reviews the role of community and government partners and describes opportunities for volunteers in Disaster Cycle Services.

Example: A home in your neighborhood has just caught on fire. Along with the Fire Department, the local Red Cross Disaster Action Team responds. The team works with those affected to ensure they have a safe place to stay and a plan for moving forward after the fire.

The Pillowcase Project Presenter Fundamentals course is designed to prepare and certify volunteers and employees to present The Pillowcase Project to 3rd through 5th grade students (ages 8-11). Module 1 consists of a careful review of The Pillowcase Project classroom presentation, including the tools and resources used in the presentation and ideas for presenting to children. In Module 2, participants will enhance the instructional techniques learned in the Basic Instructor Fundamentals course through a practice teaching session with other participants and will receive feedback and coaching provided by the instructor and their peers.

Example: The Smoke Alarm Installation Campaign is a nationwide effort. Working with local community partners and fire departments, Red Cross volunteer teams canvass at-risk neighborhoods and install life-saving smoke alarms.

Example: After a local flood, Red Cross volunteers open a shelter at a nearby school to provide their neighbors with a safe place to stay and resources to help them plan for their next steps.

Shelter Fundamentals is a basic level course that introduces the guidelines and procedures for setting up, running and closing a shelter during a disaster. Referencing shelter checklists, participants will work on a case study that takes them through four of the six phases of the Sheltering Cycle: Opening, Organizing, Operating and Closing. Shelter Fundamentals is available in two delivery formats, instructor-led and online. Both formats cover the same content.

Example: Everyday DMH volunteers throughout the U.S. provide emotional support and crisis intervention to disaster survivors impacted by all types of disaster; from single family fires to large national disasters.

Basic Instructor Fundamentals is a web-based course that prepares instructor candidates to teach basic level disaster courses. This course replaces the Fundamentals of Instruction and Facilitation course. It is designed for all potential instructors, whether they have had any prior training experience or not. It offers a basic understanding of instruction, but does not provide the opportunity to immediately step into an instruction role.

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