Assignment On Disaster Management Class 9

[Oday Forster]

Thetask forces are equipped and ready to deploy within six hours in various response models. When federal support is anticipated prior to an event such as a hurricane, System resources are often pre-positioned along with other federal responders to expedite support following the disaster.

Each NIMS Type 1 US&R task force is composed of 70 members specializing in search, rescue, medicine, hazardous materials, logistics and planning, including technical specialists such as physicians, structural engineers and canine search teams. The task forces can split into two NIMS type 3 US&R task forces with 35-members each to conduct around-the-clock search and rescue operations in 12-hour shifts.

At least 14 members of each 70-member, Type I US&R task force are trained for rescue operations in various water environments. These self-sufficient teams can be deployed as a Water Rescue Mission Ready Package. These teams work alongside local rescuers to help reach and recover survivors (and their household pets and/or companion animals) trapped by flood waters.

Disaster response is locally executed, state/territory managed and federally supported. Local fire departments, emergency management, and local and state law enforcement are the first to arrive at the scene and begin rescue.

Following a disaster, the local emergency manager may request assistance from the state/territory; if response requirements are beyond the capabilities of the state or territory, federal assistance may be requested.

This course 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.

All NFA courses receive college credit recommendation through the American Council on Education and continuing education units through the International Association for Continuing Education and Training.

The Center for Domestic Preparedness (CDP) offers more than 50 training courses at its resident campus in Anniston, Alabama, and through mobile deliveries, focusing on incident management, mass casualty response, and emergency response to a catastrophic natural disaster or terrorist act. The CDP also offers a host of virtual training deliveries.

All CDP courses are accredited by the International Association for Continuing Education and Training for continuing education units, and many are also accredited by national healthcare and law enforcement organizations.

The Emergency Management Institute (EMI) serves as the national focal point for the development and delivery of emergency management training to enhance the capabilities of federal, state, local, tribal and territorial government officials, volunteer organizations and the public and private sectors to minimize the impact of disasters.

The Center for Homeland Defense and Security (CHDS) offers a wide range of programs focused on assisting current and emerging leaders in Homeland Defense and Security to develop the policies, strategies, programs and organizational elements needed to defeat terrorism and prepare for and respond to natural disasters and public safety threats across the United States.

The mission of the Higher Education Program is to engage academia, emergency management professional organizations, and practitioners to work together to foster a culture of continuous learning and innovation through education and research to meet the challenges that confront the nation.

Through the Continuing Training Grants (CTG) program, FEMA provides funding for eligible applicants to support and target training solutions to facilitate an integrated, whole community, risk-informed, capabilities-based approach to preparedness. Recipients of CTG awards develop and deliver training to address urgent and emerging preparedness gaps for the nation.

The Organizations Preparing for Emergency Needs (OPEN) training is designed to empower these organizations to better prepare for incidents with ten preparedness actions and guidance on developing disaster response plans.

Today's first response community finds itself challenged with a wide range of continually evolving threats, and natural or human caused incidents requiring continued emphasis on preparedness training and the development of sound strategies to counter and recover from these threats. The potential use of chemical, biological, and radiological agents along with the challenges faced from explosives and homicide/suicide bombers, as well as natural disasters are shaping the present and future preparation of responders. But our purpose is not limited to first responders.

As technological threats evolve and we continue to experience unprecedented natural phenomenon, both here in NYS and around the globe, the need exists for comprehensive, proactive, "threat based," and "intelligence and data driven" preparedness levels with all types of government, private, and volunteer resources. Without clear direction, coordination, and support, it is difficult, if not impossible, to ensure that the level of readiness is appropriate for the challenges we have faced and will continue to experience.

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